为了让学习者在阅读过程中有更高的认知投入，Hulstijn（1996）

In order to allow learners to have a higher cognitive input in the reading process, Hulstijn (1996) adopts the method of multiple choice annotations, and believes that it has better effect on vocabulary acquisition than single annotations. Single-item annotations use short definitions and synonyms to explain the target vocabulary, while multiple-choice annotations provide at least one correct option and two interference options for the target word to test whether learners can guess the correct word meaning based on clues provided by the context. Multiple choice annotations put the learners in the reading process in the cognitive "evaluation" process, triggering them to allocate more vocabulary attention and deeper cognitive processing to the vocabulary. However, in an empirical study to verify that one-way annotations are more effective than multiple-choice annotations, the results still cannot be agreed.

In order to give learners a higher cognitive input in the reading process, Hulstijn (1996) adopted a multi-choice annotation approach and concluded that it was more effective than a single annotation in terms of the accompanying learning. Individual comments use short definitions and synonyms to interpret the target vocabulary, while multiple selection comments provide at least one correct option and two interference options for the target word to test whether learners can guess the correct meaning based on the clues provided by the context. Multiple choice notes place learners in the cognitive "evaluation" process, which leads them to allocate more vocabulary attention and deeper cognitive processing to vocabulary. However, in an empirical study of whether one-way annotations are more effective than multiple-choice annotations, the results are still not agreed upon.

In order to make learners have higher cognitive engagement in reading, Hulstijn (1996) adopted the method of multiple choice annotation, and believed that its effect in incidental vocabulary acquisition was better than that of single annotation. Single note uses short definition and synonym to explain the target word, while multi-choice annotation provides at least one correct option and two interference options for the target word, so as to test whether the learner can guess the correct word meaning according to the clues provided by the context. Multiple choice annotation puts learners in the process of cognitive "evaluation", which leads them to allocate more attention to vocabulary and deeper cognitive processing. However, there is still no agreement on whether one-way annotation or multiple choice annotation is more effective.<BR>