[1] Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford University Press.[2] Berry, J. W. (1997). Immigration, acculturation, and adaptation. Applied Psychology, 46(1), 5-34.[3] Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.[4] Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47.[5] Instituto Cervantes. (2024). El español: una lengua viva. Informe 2024. https://www.cervantes.es[6] Kim, Y. Y. (2001). Becoming intercultural: An integrative theory of communication and cross-cultural adaptation. Sage Publications.[7] Placencia, M. E. (2019). Pragmatic variation and cultural values: Requesting in Latin American Spanish. Journal of Politeness Research, 15(2), 211-238.[8] Taguchi, N. (2015). Instructed pragmatics at a glance: Where instructional studies were, are, and should be going. Language Teaching, 48(1), 1-50.[9] Thomas, J. (1983). Cross-cultural pragmatic failure. Applied Linguistics, 4(2), 91-112.[10] Ward, C., Bochner, S., & Furnham, A. (2001). The psychology of culture shock (2nd ed.). Routledge.[11] 教育部高等学校外国语言文学类专业教学指导委员会. (2023). 普通高等学校本科外国语言文学类专业教学指南（上）. 上海外语教育出版社.[12] 高一虹. (2002). 跨文化交际能力的培养：“跨越”与“超越”. 外语与外语教学, (10), 27-31.[13] 李岩松. (2018). 西班牙语专业学生跨文化交际能力培养研究. 外语界, (4), 89-96.