[1] 中华人民共和国教育部.(2022). 义务教育英语课程标准(2022 年版). 北京师范大学出版社.
[2]Walsh,S.(2011).Exploring classroom discourse:Language in action.Routledge.
[3]Malinowski,B.(1923).The problem of meaning in primitive languages.In C.K.Ogden&I.A.Richards(Eds.),The meaning of meaning(pp.296–336).Kegan Paul.
[4]Malinowski,B.(1935).Coral gardens and their magic(Vol.2).Allen&Unwin.
[5]Firth,J.R.(1968).A synopsis of linguistic theory,1930–1955.In F.Palmer(Ed.),Selected papers of J.R.Firth 1952–1959(pp.168–205).Longman.
[6]Wardhaugh,R.(1976).The context of language.Newbury House.
[7]Halliday,M.A.K.,&Hasan,R.(1985).Language,context and text:Aspects of language in a social-semiotic perspective.Deakin University Press.
[8]Hymes,D.(1974).Foundations in sociolinguistics:An ethnographic approach.University of Pennsylvania Press.
[9]Langacker,R.W.(1987).Foundations of cognitive grammar:Vol.1.Theoretical prerequisites.Stanford University Press.

[10]Sperber,D.,&Wilson,D.(1986).Relevance:Communication and cognition.Blackwell.
[11]Verschueren,J.(1999).Understanding pragmatics.Edward Arnold.
[12]van Dijk,T.A.(2008).Discourse and context:A sociocognitive approach.Cambridge University Press.
[13] 裴文.(2000). 现代英语语境学. 安徽大学出版社.
[14] 王建华, 周明强, 盛爱萍.(2002). 现代汉语语境研究. 浙江大学出版社.
[15] 谢应光.(2009). 语境因素在认知语法理论建构中的作用. 外国语文,25(3),54–59.
[16] 周红辉, 冉永平.(2012). 语境的社会认知语用研究. 外语学刊,(6),36–42.
[17]魏在江.(2016). 认知语言学视角下的语境: 界定与功能. 外语学刊,(4),39–46.
[18] 冯全功.(2010). 从认知视角看翻译能力的构成. 外语教学,(6),110–113.
[19]Carrell,P.L.(1984).Schema theory and ESL reading:Classroom implications.Modern Language Journal,68(4),332–343.
[20]Firth,A.(1996).The discursive accomplishment of normality:On”lingua franca”English and conversation analysis.Journal of Pragmatics,26(2),237–259.
[21]House,J.(1999).Misunderstanding in intercultural communication:Interactions in English as a lingua franca and the myth of mutual intelligibility.In C.Gnutzmann(
Ed.),Teaching and learning English as a global language(pp.73–89).Stauffenburg.
[22]Seidlhofer,B.(2011).Understanding English as a lingua franca.Oxford University Press.
[23] 冉永平, 刘平.(2018). 多元文化背景下的跨文化语用学研究. 中国外语,15(4),27–33.
[24]Jenkins,J.(2015).Global Englishes:A resource book for students(3rd ed.).Routledge.
[25] 冉永平, 杨青.(2016). 英语通用语背景下的语用能力及其重构. 外语教学与研究,48(2),287–299.
[26]Joseph,J.E.(2004).Language and identity:National,ethnic,religious.Palgrave Macmillan.
[27]Bucholtz,M.,&Hall,K.(2007).Identity and interaction:A sociocultural linguistic approach.Discourse Studies,9(4–5),585–614.
[28] 陈新仁.(2013). 语用身份: 动态选择与话语建构. 外语研究,(4),27–32.
[29]Brewer,M.B.,&Gardner,W.(1996).Who is this”We”?Levels of collective identity and self-representations.Journal of Personality and Social Psychology,71(1),83–93.
[30]Gumperz,J.J.(1982).Discourse strategies.Cambridge University Press.
[31]Vygotsky,L.S.(1978).Mind in society:The development of higher psychological processes.Harvard University Press.
[32] 张思友.(2001). 认知图式与英语新教材、新模式. 国外外语教学,(3),4–8.
[33] 雷才.(2007).图式理论与文化图式的意义建构. 贵州工业大学学报( 社会科学版),9(3),152–154.
[34]Giles,H.,Taylor,D.M.,&Bourhis,R.Y.(1973).Towards a theory of interpersonal accommodation through language:Some Canadian data.Language in Society,2(2),177–192.