In this paper, on the basis of studies on metamemory and metamemory training, we continued to explore the scientific method of metamemory training; we selected classical Chinese as the experimental materials that junior middle school students feel difficult to recite, discussed the effects on performance of the classical Chinese memory from metamemory training.

Therefore,the first step of interpreting training should be memory training.

This investigation is designed to examine the effect of mnemonic strategies training on Chinese EFL learners’ vocabulary learning with an attempt to construct an effective training model for these learners.