Knowledge of lexical chunks correlates positively with L2 proficiency. However, high estimates of the number of chunks in natural language have led to scepticism about the feasibility of large-scale chunk-learning on non-intensive, classroom-based courses. Furthermore, few proposals for chunk-teaching have looked beyond the noticing stage. One exception, designed to put learners on the path to "remembering", is to have them associate figurative expressions with mental images. However, this procedure can only apply to figurative expressions and so cannot help with the non-figurative chunks with which phraseology also abounds. In the present paper, we therefore explore complementary means of facilitating chunk-learning. Evidence has been reported that L2 chunks which exhibit alliteration are significantly easier for learners to remember than similar, non-repetitive chunks. In the present paper, we demonstrate that an evidently less salient kind of phonemic repetition, assonance, also has significant mnemonic effect. The relevance of this for language pedagogy is underscored by estimates suggesting that phonemic repetition, including assonance, is ubiquitous in (English) phraseology. (Contains 3 tables.)