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ure is done with set two. Set two is then put to one side. The next step is important and is most often missed. The learner should now go back to set one and recall them again. This is essential because of the steep forgetting curve that is a natural part of the way the short-term, or working memory (does not) work. If the learner goes to set three without returning to set one, the learner will be starting to forget words in set one. So she MUST return to it. Each time a set is picked up it is important to shuffle the order of the words in the set and to learn from English to the mother tongue, and vice versa. When she has re-learned set one, she/he goes back to set two and only then on to set three. The important point is to always go back to the start and go through the sets and only introduces a new set once all the others prior in the sequence have all been recalled. This is called ‘scaffolding’ one’s knowledge. Thus the sequence is: One, two, one, two, three, one, two, three, four, one, two, three, four, five…etc.Most learners who use word cards can be quickly achieved each little “goal”. Now teacher should ask students to deepen this knowledge and meet it in time and time again in context.[15] (2)Semantic fieldWord frequency is another factor that affects storage, as the most frequently used items are easier to retrieve. Students can use this information to facilitate the learning process. By grouping items of vocabulary in semantic fields, researchers suggest using memory strategies to aid learning, and these can be divided into: (a) Creating mental linkages: grouping, associating, placing new words into a context;(b) Applying images and sounds: using imagery, semantic mapping, using keywords and representing sounds in memory.(c) Reviewing well, in a structured way(d)Employing action: physical response or sensation, using mechanical techniques.[16] The techniques just mentioned can be used to greater advantage to make students aware of different memory strategies. 5. Developing vocabulary building strategies and deepen knowledge of words Because of limitations of time, students cannot learn all necessary vocabulary in the class. So teachers should help students to develop their own vocabulary building strategies so that they can learn more vocabulary effectively by themselves, especially outside the class. 5.1 How do learners deepen their knowledge of words?Learners learn vocabulary well when they are actively involved in word learning and different levels of mental activity. If a learner just repeats a word over and over, the processing is quite shallow because it is just maintaining knowledge. Thus writing the word out time and time again will lead to little learning. Learners should be trained to work with words deeply with the collocates and seeing how the word is similar but different from other words, of course, not just keeping words in isolation. Teachers should give chances to students to notice new words by themselves. Teachers should also give chances to students to use learned words in speech or writing. Only in this way will students know if the learning has been successful. Thus teachers should try not to just present the meaning of a word to a learner, but let the learner work it out for herself, with guidance where necessary. Learning exercises must not only teach learners new things about words. They should also, as part of their agenda, be t raining the learner to become independent. This means that exercises