michael has a good answer. language - any language including one's own - is always more memorable if it is tied to an experience.a small example from western childhoods will illustrate this: a ball-tossing/memorizing game where the child throws the ball against a wall and recites "one two, buckle my shoe" before catching the ball and throwing it back. with each toss, the phrases to be memorized become more involved. but it's a game, so memory soon improves and one doesn't drop it.

there are clearly more sophisticated methods available, but i'd look at childhood games involving orizzation with active play for clues

Student-centered active learning is better, so give your students authentic experiences using the language. Lecture-memorization as a teaching style makes it harder to learn.

michael has a good answer. language - any language including one's own - is always more memorable if it is tied to an experience.a small example from western childhoods will illustrate this: a ball-tossing/memorizing game where the child throws the ball against a wall and recites "one two, buckle my shoe" before catching the ball and throwing it back. with each toss, the phrases to be memorized become more involved. but it's a game, so memory soon improves and one doesn't drop it.

there are clearly more sophisticated methods available, but i'd look at childhood games involving orizzation with active play for clues

Also perhaps similarity in the phonemes of the L1 and L2 language will help.

Dear Michael W. Marek and D.E. Morant ,

Many thanks for your insightful comments, which are closely related to the relevant methods of teaching/learning.

Dear Lawrence Patihis,

Thanks for highlighting an important feature that is relevant to the L2 vocabulary items.

Are there any other relevant factors/features that are related to the methods of teaching or to the L2 vocabulary items?

https://sci-ne.com/?p=5339

Here is a study I did that showed the importance of similar phonemes in L1 and L2: Article Phoneme discrimination of an unrelated language: Evidence fo...

One of the factors is interference of the mother tongue . Code mixing and code switching are other factors

Adnan Z. Mkhelif ! Incorporation of L2 in day to day life might make learning and using of vocabulary items easy:

English language has the status of L2 in the cities of Pakistan. It is spoken in a mixed manner while communicating with each other. Other than universities, colleges, schools, it is spoken interspersed with L1. Not only literate but illiterate people at the level of domestic help also use certain L2 (English language) vocabulary.

I personally think (because I experience it in my everyday life from university to home, from domestic help to the top management, colleagues, seniors, juniors, middle management, lower management, gardeners, sweepers, and peons) people learn L2 because they need it on daily bases.

Likewise L2 vocabulary items might become difficult to learn if they are not used in day to day life, in schools, colleges, and universities, if the need to understand or communicate does not arise.

In the villages, or backward areas of Pakistan. Most of the people have no access to L2, i.e., English Language. English is not spoken because it is not in day to day use. Since it is not in common use; the medium of instruction is regional language in schools/ colleges , learning vocabulary items of L2 is more difficult. I recently visited Kumrat valley in Pakistan. The locals found it difficult to understand their own countryfolk from Karachi, Lahore, Islamabad and Multan. The reason being the bilingualism of the tourists. The tourists from big cities of Pakistan used L1 loaded with L2. The L2 vocabulary items that were easier for the tourists because of routine usage were difficult for the locals to understand due to no access.

Thus, if L2 vocabulary items have to be renderd easy for the users, these items need to be introduced at informal level through formal teaching and education. For this purpose, Communication Skills, English speaking skills (Spoken English)and Functional English have been introduced in Pakistani Universities at Freshman level for a couple of decades..