本研究以南非比勒陀利亚中国文化和国际教育交流中心孔子课堂的 16 名成年零基础汉语学习者为观察对象，探讨国际中文教学中教师手势语这一非言语交际行为对非声调语言背景学习者的学习效果。本文系统分析了声调手势和象形手势在汉语课堂中的应用和影响。结果表明，教师手势语能有效增强学习者学习汉语的信心，缓解开口焦虑。最后，本文针对面向南非等非洲多语族国家的成年人汉语课堂提出了国别化的教学建议。

Focusing on 16 adult beginners at the Confucius Classroom of Chinese Culture and International Education Exchange Centre in Pretoria, South Africa, this study explores the impact of teachers' gestures, as a non-verbal communicative behavior, on the learning outcomes of adult learners from non-tonal language backgrounds in international Chinese language education. This paper systematically analyzes the application and effects of tonal and iconic gestures in Chinese classrooms. The results indicate that teachers' gestures can effectively enhance learners' confidence in learning Chinese and alleviate their anxiety about speaking. Finally, the paper proposes country-specific teaching recommendations tailored for adult Chinese classrooms in multilingual African nations, including South Africa.