随着 TikTok等生成式内容平台的迅速发展，“教师”这一传统职业身份在数字语境中出现了前所未有的多样化转型。聚焦于热门法语教学博主的多重身份建构，本研究以 TikTok平台上的法语教学短视频为对象，综合考察了语言、副语言、身体语言及媒介等多模态符号资源的运用。基于动机语用理论，本文剖析了 14 位法语教学博主在信息意图和互动意图上的倾向，研究其如何在“教学”与“引流”、“权威”与“亲和”之间形成身份策略的动态平衡。研究发现，TikTok 平台属性不仅为博主提供了多模态资源以建构专业身份，同时其娱乐化机制也强化了观众参与互动的必要性，从而推动博主在内容生产中兼顾教学功能与流量导向。正是在这一双重驱动下，不同博主在动机取向上的差异催生了“知识型权威教师”、“朋友式引导者”与“表演型娱乐教师”三种典型的身份类型。

With the rapid rise of short-form content platforms such as TikTok, the traditional role of the “teacher” has undergone unprecedented transformations in digital contexts. Focusing on popular French-language teaching creators, this study analyzes linguistic, paralinguistic, bodily, and media modalities in TikTok short videos. Drawing on the Motivation Model of Pragmatics, it examines how 14 creators negotiate between transactional and interactional intentions, balancing “teaching” with “attracting views” and “authority” with “affinity”. Our finding reveals that while TikTok’s multimodal affordances facilitate the construction of professional identity, its entertainment-driven mechanisms also intensify audience participation and interaction. This dual dynamic gives rise to three typical identity types: the authoritative knowledge teacher, the friendly guide, and the performative entertainer.