語言應用習得理論（Usage-based approaches to language acquisition, UBA）在二語領域的發展已經有數十年的歷史，作為一種宏觀理論，在近幾年內，其理論體系、方法論、實驗結果經形成一個較為成熟的、專注研究認知加工因素對語言習得影響的獨特領域。從上世紀末到現在，越來越多的學者，尤其是二語研究者，開始從不同角度嘗試將語言應用習得理論應用於一語或二語的研究及教學中，而漢語做為二語領域，儘管近年有一些這方面的理論討論及應用，但對於理論體系的介紹不夠系統化，且多數以英文體例解釋。本文旨在使用漢語體例來介紹、探索應用習得理論的起源、相關的跨學科領域，及其五個重要的理論組成部分。

Usage-based approaches to language acquisition (UBA) have a history of several decades of development in the field of second language acquisition. As a macro-level theoretical framework, UBA has in recent years evolved into a relatively mature and coherent domain, characterized by its distinctive focus on how cognitive processing factors shape language learning. From the late twentieth century to the present, an increasing number of scholars—especially in second language acquisition—have begun to apply usage-based theory from multiple perspectives to the study and teaching of both first and second languages. In the field of Chinese as a second language, although there has been growing theoretical discussion and pedagogical application in recent years, existing introductions to the theory remain insufficiently systematic and are largely presented through English-language frameworks. This article therefore aims to introduce and explore the origins of usage-based theory, its interdisciplinary foundations, and its five major theoretical components with examples in Chinese.

語言應用習得理論；認知加工因素；語言習得；語言使用

Usage-based approaches to language acquisition (UBA); cognitive processing factors; language acquisition; language use