在实际词汇教学过程中，教师可采用选择注释的方法促进学生的词汇附带习得。

In the actual vocabulary teaching process, teachers can use the method of selective annotation to promote students' incidental vocabulary acquisition. Teachers can arrange some classroom activities that require in-depth processing of vocabulary, such as describing new words in English, letting students guess the meaning of words, or letting students use new words to tell stories. This can not only increase the interest of learning English, but also allow students to deep-process the words and improve the memory effect. <BR>At the same time, this experiment has a certain enlightening effect on the compilation of textbooks. The traditional vocabulary annotation method used in most existing textbooks is not conducive to the incidental vocabulary acquisition of students.

In the actual vocabulary teaching process, teachers can use the method of selecting annotations to promote students' vocabulary by-learning. Teachers can assign classroom activities that require deep processing of vocabulary, such as describing new words in English, asking students to guess the meaning of words, or having students tell stories in new words. This can not only increase the interest of learning English, but also allow students to deeply process words, improve the memory effect.<BR>At the same time, this experiment has a certain enlightening effect on the preparation of teaching materials, and the traditional vocabulary annotation method used in most existing teaching materials is not conducive to the accompanying learning of students' vocabulary.

在实际词汇教学过程中，教师可采用选择注释的方法促进学生的词汇附带习得。教师可以布置一些需要对词汇进行深层次加工的课堂活动，例如，用英文描述生词，让学生猜测词义，或者让学生用生词讲故事等。这样既可以增加学习英语的趣味性，又能让学生对单词进行深层次加工，提高记忆效果。同时，本实验对教材编写有一定的启示作用，大多数现有教材所采用的传统生词表注释方式不利于学生词汇的附带习得。<BR>