本文提出三種利用工作記憶進行的記憶術教學與學習策略，以便使華語詞語對二語學習者更容易儲存與提取。此策略源自近年的實驗，結果顯示工作記憶中的注意力焦點在二語學習者腦中運作的穩健性與母語者相同。第一種策略運用華語詞語與詞組內容中固有的自然搭配；第二種策略利用額外加上的華語詞語聲調標示；第三種策略使用華語詞語中的固有同音詞。綜合而言，這三種記憶機制可視為華語特有的訊息「處理裝置」，華語的二語學習者能加以運用並藉此改善他們的詞語儲存與提取能力。

This paper proposes three mnemonic teaching and learning strategies that exploit working memory to make Chinese L2 vocabulary easier to store and retrieve. These strategies follow from experimental results demonstrating that the component of working memory known as Focus of Attention (FA) is as robust in second-language learners as it is in native speakers. The first strategy involves utilizing the natural collocation inherent in Chinese word and phrase content. The second strategy takes advantage of the redundant listing of tones in the Chinese lexicon. The third strategy exploits the well-known homophony inherent in Chinese lexical items. Taken together, these three mnemonic devices may be considered information 'handles' that the Chinese language is especially equipped to provide. The information can be used by L2 learners of Chinese to improve their lexical storage and retrieval capability.