Miyasako(2002)的实验研究对象是 187 名日本高中生，他

The experimental research subject of Miyasako (2002) was 187 Japanese high school students who had read 504 words of English text as required. Finally completed the instant test and delayed test of 20 target words. It turns out that the effect of the second language annotation group is better than that of the one language annotation group. One-language annotations are more effective for beginners, while second-language annotations are more suitable for advanced learners.

Miyasako(2002)的实验研究对象是 187 名日本高中生，他们按照要求读完 了504 个词的英语文本。最后完成了20 个目标词汇的即时测试和延时测试。结果发现二语注释组的效果比一语注释组更好。一语注释对初级阶段学习者更有效，二语注释则更适合高级阶段学习者。

Miyasako (2002) studied 187 Japanese high school students, who read 504 word English texts as required. Finally, 20 target words were tested in real time and delayed. The results show that the effect of L2 annotation group is better than that of L1 group. First language annotation is more effective for primary learners, while second language annotation is more suitable for advanced learners.<BR>