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1、詞匯是語言的核心。大量研究表明學習者在閱讀過程中能附帶習得一定量的詞匯。但此方面研究多集中在L1、L2注釋對詞匯附帶習得效果的影響。針對例句注釋對詞匯附帶習得效果影響的研究較少，而將例句注釋與L1、L2注釋相結合的研究規(guī)模較小，有待展開。
鑒于此，本研究以“可理解輸入假設”、“加工層次理論”及“投入量假設”為理論依據來考察注釋方式對閱讀中二語詞匯附帶習得效果的影響。試圖回答：四種不同詞義注釋方式（L1譯詞注釋、L2釋義注釋、L
2、1譯詞+L2例句注釋、L2釋義+L2例句注釋）是否都能顯著促進被試詞義理解和目標詞造句能力；哪種注釋方式對詞匯附帶習得更為有效。研究對象為明德學院120名非英語專業(yè)大二學生。被試分為四組，分別閱讀含有10個目標詞的同一篇文章，每組的注釋方式不同：L1譯詞注釋、L2釋義注釋、L1譯詞+L2例句注釋、L2釋義+L2例句注釋。本實驗包括三項測試，為時五周。第一周對受試進行目標詞前測。第三周受試閱讀完成后，立即對其進行即時測試。第五周對受試進行
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