一线的外语教师可能已经意识到在课文教学中不同的词汇注释位置会产生不同的词汇学习效果。然而,迄今为止没有任何实证研究说明这一现象。为了填补这一空白,本文旨在探究词汇在文本中的中文注释位置(阅读前、阅读中、阅读后)在以意义为中心的课堂交互活动中对词汇学习的影响。通过对85份有效测试卷的对比分析,研究发现在课堂交互活动中:(1)注释位置对词汇即时习得产生的效果存在显著差异;(2)置于阅读前的注释最有助于学习者的词汇学习;(3)阅读中和阅读后的注释对即时词汇学习产生的效果间无显著差异。本研究对比了教材中常见的注释位置对词汇学习的影响,期望其对教学实践和教材编定有一定的借鉴作用。 Frontline foreign language teachers may have realized that different lexical positions in the teaching of a class will produce different vocabulary learning effects. However, to date, there is no empirical study to illustrate this phenomenon. In order to fill this gap, this article aims to explore the impact of vocabulary in Chinese text position in the text (before reading, after reading, reading) in the meaning-centered classroom interaction of vocabulary learning. Through the comparative analysis of 85 valid test papers, the study found that in classroom interaction: (1) there is a significant difference in the effect of annotation position on lexical acquisition; (2) pre-reading annotations are the most helpful for learning (3) there is no significant difference between the results of reading and reading of immediate vocabulary learning. This study compares the impact of common annotations on lexical learning in textbooks and hopes to provide some reference for teaching practice and textbook compilation.