摘要/Abstract

注释作为二语词汇学习的脚手架，其对二语词汇学习效果的影响日益受到研究者的重视，尤其是多媒体环境下词汇注释方式的效应更是受到特别关注。本文从认知心理学的视角对注释影响二语词汇学习效果研究的理论基础进行了梳理，厘清了相关研究的主要理论解释框架。以此为线索将国内外相关研究进行了归类，主要涉及注释的形式（单模态/多模态、单项定义/多项选择）、注释的语言（母语/二语）和注释的位置（页底注/页边注/随注等）三种类型的研究。还归纳了这些研究获得的基本结论、存在的分歧和研究局限，以期为进一步开展二语词汇学习的技术支持理论

Annotation (especially multimedia annotations) as a scaffolding of the second language vocabulary learning, its effect on learning has been paid more and more attention by researchers. The theoretical foundation which the annotation effects the second language vocabulary learning has been reviewed from the perspective of cognitive psychology. The framework of interpretation relating to the research has been presented. This article reviews the existing research about three types on second language vocabulary learning effect, which includes annotation forms(single mode / multi mode, single definition / multiple choice), annotation language(mother tongue / second language) and annotation location(at the bottom of the page / margin / following the word etc). It summaries the conclusions, divergences and limitations of existing researches, and except to lay a foundation for developing the further study about second language vocabulary learning with technology.