Based on the depth and elaboration of processing theory, the author classified mnemonics for the task of EFL words into two types-a shallow encoding one and a deep encoding one,and analyzed each mnemonic qualitatively.

In this paper, one aspect of vocabulary, that is word association knowledge has been proved to facilitate vocabulary retention, to enlarge one’s vocabulary size.

The enhancement of metaphor awareness plays an important role in helping the students vocabulary retention.

Based on the Depth of Processing Theory, this thesis investigated the different effects of vocabulary retention by adopting three different presentation modes under intentional learning condition.

The author analyses this phenomenon and concludes that it is mainly a series of problems existed in students vocabulary memorizing which leads to their less proficiency in using vocabulary.

This paper illustrates a teaching experiment on vocabulary memorization.