华文教学与研究

“明明”是主观性词语，表达主体的识解与情态，不用于客观描述语篇。“明明”也是语篇词，“明明”项不能单独成篇，需要有前后文语篇才能运用。本文归纳“明明”的偏误有两类：一是参照评异功能表达偏误。该功能以“明明”突出参照基础，去照见逆转了的变化，凸显对逆变的态度与立场，组构“明明A，（反转）B”语篇框架。“明明”需要出现在具有推论关系的A、B语义项构成的语篇上。汉语二语学习者表达此功能出现的偏误有前后项语篇缺失或不全面、前后项的语义关联不强、缺少关联标记、“明明”位置错置等。二是异识彰显功能表达偏误，“明明”突出针对反常而作出的说话人识解，形成“反常——异识”语义框架，构建“（异常）A，明明B”语篇结构。汉语二语学习者偏误为缺少使用“明明”的语义条件、前后项语义关系表述不充分。相应地，本文提出了“明明”习得的语篇型构展示、引导补全、语义关系修正、造篇练习等针对性教学策略。

The adverb minɡminɡ （明明） is a subjective term that expresses the speaker's construal and modality, and is not used in objective descriptive discourse. Clauses containing minɡminɡ cannot stand alone to express complete textual information, and require preceding or following discourse for proper usage. This paper categorizes learners ' errors in using minɡminɡ into two types. The first type involves errors in expressing its reference-and-evaluation function. This function uses minɡminɡ to highlight a reference point, which, thereby illuminates a reversed change and emphasizes the speaker's attitude and stance toward this reversal. It structures a discourse framework of “minɡminɡ A,(yet conversely) B,” where minɡminɡ must appear within a discourse formed by semantic elements A and B that have an inferential relationship. Errors made by second language learners of Chinese regarding this function include omissions or incompleteness of the preceding or following discourse elements, weak semantic connections between them, lack of connective markers, and misplacement of minɡminɡ. The second type involves errors in expressing its highlighting counter-expectation function. Here, mingming highlights the speaker ' s construal made in response to an anomaly, forming an “anomaly-counter-expectation” semantic framework and constructing an “(anomalous) A, minɡminɡ B” discourse structure. Learner ' s errors for this function involve lacking the semantic conditions required for using minɡminɡ and insufficient expression of the semantic relationship between the preceding and following elements. Correspondingly, this paper proposes targeted instructional strategies for the acquisition of minɡminɡ, including discourse pattern demonstration, guided completion exercises, semantic relationship correction, and discourse construction practice.