Abstract

The problem of this study starts from the way in which learners deal when they learn new words, which had led to their suffering when they try to remember it, the present study aimed to find out whether a sensory cognitive program designed by the researcher has an impact on the learning of new words. The study followed the experimental method. The study sample consisted of students of faculties of education / Hantoub and Alhasahisa in the University of Gezira, which was selected by random stratified technique. The Department of English Language was representative of the language Departments, while Chemistry / Biology Department were representative of the scientific departments, and geography / history department was representative of the arts departments. The sample size was (216) students for the two experimental and control groups. The sensory cognitive program was checked for reliability and validity by specialists before the experiment was run. The data was analyzed through the (SPSS) program. The main findings of the study are: The designed Sensory cognitive program has a positive impact on learning new words. There are also significant differences in the impact of the program due to gender (Females have benefited from the application of the program more than males), while there are no statistically significant differences in the impact of the program on learning new words due to the different kind of specializations (science or art). The results of this study might assist in planning for more effective educational and language learning programs. The most prominent recommendations of this study include the establishment of units in the various ministries of education to help in evaluating and developing strategies for learning foreign languages and take advantage of various scientific research conducted in this area of practice.