摘要
EFL （English as a Foreign Language） speaking is a very demanding skill that requires learners＇ socio-pragmatic as well as strategic competence in any interactional situation, and lexis proves to play a crucial role in this process. However, few studies have investigated how both EFL teachers and learners view and analyze situations in which learners are not producing enough spoken language in class, and the reasons behind them. The present study will pinpoint the significant role of lexis in Moroccan learners＇ speaking production. To this end, 40 EFL teachers and 200 Moroccan high school students are surveyed and interviewed to reveal their perceptions of the speaking skill and the corresponding high significance of lexis in this instance. Results show that both teachers and learners identify vocabulary deficiency as the main factor behind students＇ inability to speak English. In the present paper, among the many suggestions that could be proposed to deal with this situation, it is argued that one efficient way would be to assist the students during the process of L2 （second language） vocabulary learning through vocabulary learning strategy instruction. Pedagogical and research implication will be given in response to the difficulties encountered in this area as have been identified by the EFL teachers and learners surveyed.
