称呼语“老师”和“姓 + 老师”的亲切度差异认知机制阐释
An Explanation of the Cognitive Mechanism of the Difference in Affectionate Degree between the Address Terms “lǎoshī” and “Surname + lǎoshī”

本文从认知语言学的范畴观、突显观和构式理论出发，揭示汉语称呼语“老师”与“姓 + 老师”亲切度差异的认知机制。在前人研究基础上，基于北京语言大学BCC语料库、直播场景语料等做定量分析，研究发现：“老师”作为独立范畴具有原型模糊性，倾向于表达平等亲近，亲切度高；“姓 + 老师”通过姓氏突显个体身份，形成距离感，亲切度相对前者较低。在范畴观层面，“老师”的原型特征泛化导致其称谓功能去职业化，而“姓 + 老师”通过姓氏限定维持职业范畴的典型性；在认知突显方面，“老师”突显关系属性，而“姓 + 老师”突显个体社会身份；在构式层面，“姓 + 老师”继承传统称谓构式的规约距离感，“老师”独立构式则衍生出新型互动语义。
Drawing on Prototype Theory view, Prominence Theory, and Construction grammar from cognitive linguistics, this study explores the cognitive mechanisms underlying the intimacy differential between the Chinese address terms “lǎoshī” (teacher) and its modified form “surname + lǎoshī”. Through quantitative analysis of the BCC Corpus and live-streaming interaction data, the research reveals: As an independent category, “lǎoshī” exhibits prototypical fuzziness that facilitates egalitarian closeness and higher intimacy; The “surname + lǎoshī” construction creates social distance through surname modification that highlights individual identity. The categorical analysis demonstrates that “lǎoshī” undergoes de-professionalization via prototypical generalization, whereas “surname + lǎoshī” maintains professional typicality through surname restriction. Cognitively, “lǎoshī” foregrounds relational attributes while its modified counterpart emphasizes social identity. Constructionally, “surname + lǎoshī” inherits conventionalized distance from nominal constructions, whereas the independent “lǎoshī” develops emergent interactional semantics.