The influence of multimedia annotation on vocabulary learning in call of context

Multimedia-computer assisted vocabulary acquisition has received attention over the past few years, in which the impact of multimedia annotations through different modalities has aroused people´s interests. Therefore, it is of great importance to effectively acquire vocabulary incidentally in the cognitive process of reading or listening. This article designs an experiment, comparing the influence of four modes of annotation on reading comprehension. The result indicates that courseware designers should pay more attention to optimizing combination of multimedia annotation in accordance with appropriate modalities, thus, reading comprehension can be improved and vocabulary acquisition enhanced.