“教、叫”介词化的语义路径是:言说义→使役义→被动义;句法语境是:N1+教/叫+N2+V±N3。“教、叫”既与“被”构成被动介词的新老层次,又在历史、语义和用法方面彼此构成不同的层次。被动介词“教、叫”的新生动因是其语义特征因素、句法结构因素及其语用推理机制。“教”与“叫”又形成兴替,其动因源于各自源义及其虚化路径的繁简差异。 “Teach, call ” The prepositional semantic path is: say the word → justice → passive meaning; syntax context is: N1 + teaching + N2 + V ± N3. “Teaching,” “both” and “being” constitute the new and old levels of passive prepositions, and constitute different levels in history, semantics and usage. The new motive of passive preposition “teaching, called ” is its semantic feature, syntactic structure and its pragmatic reasoning mechanism. “Teaching ” and “Calling ” also form a succession, its motivation stems from the different origin and its path of simplification.