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This study investigates the methods and techniques used in teaching and learning vocabulary, and the possibility to synchronize them for the purpose of maximizing the effectiveness of vocabulary learning. The sample of the study consisted of 200 (male and female) students in Sudan University of Science and Technology (SUST) chosen from first and second year in five colleges (languages, science, business studies, radiological science and medical laboratories). The second group was teachers of English language selected from two representative universities which are Sudan University of Science and Technology and AL Neelain University. The instruments used for data collection were two questionnaires; one for the teachers and the other for the students. Data were analyzed statistically by statistical package for the social sciences (SPSS). The findings showed that teachers are satisfied with the vocabulary they teach to their students in terms of appropriateness, usefulness and variety. However, they were not satisfied with it in terms of quantity. The majority of teachers used different types of tests to evaluate the students’ mastery of vocabulary knowledge. Also the study showed that the students employ different learning styles when learning vocabulary and that the teaching methods of vocabulary and the learning strategies of vocabulary can match each other. In other words, making the teaching methods correspond to the learning strategies. The study concluded with some recommendations offered to EFL learners, teachers of English and syllabus designers to consider the most effective strategies used in the teaching learning of vocabulary.

Exploring the Instructional Techniques and Learning Strategies: Towards a More Synchronized Model of Vocabulary Acquisition