In the following, I will briefly outline how Krashen's Input Hypothesis, Acquisition/Learning distinction, and the Natural Order Hypothesis hold up when seen through the lens of usage-based approaches. A number of frameworks fall under the umbrella label of usage-based approaches, including cognitive-functional linguistics (Evans et al., 2007), usage-based construction grammar (Goldberg, 2006, 2019), and dynamic systems theory (de Bot et al., 2007). As diverse as these frameworks are in terms of the questions they focus on and the methods they employ, they are united in their commitment to two fundamental assumptions about language and language acquisition: First, that the primary impetus of language acquisition is the learner's exposure to usage events, that is, their communicative experience using their second language; and second, that the cognitive mechanisms that learners employ are not exclusive to language learning, but the same ones at work in any kind of learning (Ellis & Wulff, 2020).

在下文中，我将简要概述 Krashen 的输入假设、习得/学习区别和自然顺序假设在通过基于使用的方法的角度来看时如何成立。许多框架都属于基于用法的方法的总称，包括认知功能语言学 (Evans et al., 2007 )、基于用法的构造语法 (Goldberg,  2006 , 2019 ) 和动态系统理论 (de Bot et al.  ,  2019 )等，  2007）。尽管这些框架在它们关注的问题和使用的方法方面各不相同，但它们在对语言和语言习得的两个基本假设的承诺上是一致的：第一，语言习得的主要动力是学习者接触使用事件，即他们使用第二语言的交际经验；其次，学习者所采用的认知机制不仅限于语言学习，而且在任何类型的学习中都起作用（Ellis & Wulff，  2020）。