Abstract
Teachers can take diverse steps to make new vocabulary memorable for language learners. These steps have in common that they create connections in the learner's mind that go beyond merely making a mental note of new lexical items. The connections may be with another lexical item, with a related use of the same lexical item, or with non‐verbal representations of meaning. They may also concern the composition of a word or an expression, where different parts can be shown to make a distinct contribution to meaning or where the combination of elements can be shown to be driven by catchy phonological properties such as rhyme and alliteration. This entry presents examples of diverse ways of helping learners remember new vocabulary, as well as some of the research conducted to assess their effectiveness.