鞍山师范学院学报

体态语作为与语言平行互补的意义表达系统，在多模态话语分析理论视角下被确立为独立的视觉—体态模态。基于多模态协同原则，构建国际中文教育体态语教学的CIEA循环教学模式，旨在与Byram的跨文化交际能力培养目标相衔接，推动教师向反思性实践者角色发展，通过“输入—转换—实践—产出”的螺旋上升闭环，促进学习者体态语知识向实际交际能力转化。该模式的构建可为国际中文教育中非语言交际能力的系统培养提供实践路径，有助于推动跨文化交际教学向整体性与具身化方向发展。

Paralanguage is a complementary system of meaning expression to language and can be regarded as an independent visual-body modality under the theory of multimodal discourse analysis.In response to the lack of systematic approaches to paralanguage teaching in teaching Chinese as a foreign language,this article constructs a CIEA circular teaching model,adhering to the principle of multimodal synergy,to form a closed loop of "input-transformation-practiceoutput",promoting learners to transform paralanguage knowledge into communicative competence.The model closely follows the ethnic characteristics of paralanguage in the Chinese cultural circle,takes "Chinese-style dinner party" as the main thread throughout the teaching process,and designs dynamic adjustment strategies for teachers for learners from different cultural distances. The CIEA model provides a practical path for the systematic cultivation of non-verbal communication skills in international Chinese education,promoting the development of crosscultural communication teaching towards an integrated and embodied direction.