In the theoretical paradigms of second language acquisition and English Language Teaching (ELT), the four foundational Language Skills—Listening, Speaking, Reading, and Writing (LSRW)—are categorized across receptive versus productive modalities, oral versus written mediums, and cognitive processing mechanisms. Consider the following four complex propositions regarding the LSRW skill continuum and pedagogical implementation:I. Listening and reading are classified as receptive skills (or passive skills) where learners decode incoming acoustic or orthographic signals without expending any cognitive energy, entirely devoid of active mental construction or inferencing.II. Speaking and writing are designated as productive (or active) skills, requiring the externalization of internal linguistic competence through motor-expressive outputs that demand simultaneous control over syntax, pragmatics, vocabulary, and discourse coherence under real-time communicative pressures.III. Bottom-up processing in reading and listening relies primarily on the sequential decoding of individual phonemes, letters, and morphemes before building up to clausal and sentential meaning, whereas top-down processing utilizes prior background knowledge, contextual cues, and pragmatic expectations to interpret incoming text or speech.IV. In the natural developmental sequence of first-language acquisition and standard pedagogical staging, formal literacy instruction (reading and writing) invariably precedes oral-aural proficiency (listening and speaking), establishing a visual-orthographic foundation upon which auditory symbol decoding is subsequently built.Identify the option that correctly evaluates the pedagogical and psycholinguistic validity of propositions I, II, III, and IV.