In the theoretical framework of Stephen Krashen's Monitor Model, several core hypotheses distinguish between subconscious language acquisition and conscious language learning. Consider the following advanced propositions regarding these hypotheses:I. The Natural Order Hypothesis claims that grammatical structures are acquired in a predictable, immutable sequence across diverse learners, and this sequence remains impervious to explicit pedagogical classroom intervention or structural syllabus sequencing.II. The Affective Filter Hypothesis posits that emotional variables such as high anxiety, low self-confidence, and poor motivation act as a mental block that prevents comprehensible input from reaching the language acquisition device, while a low affective filter facilitates optimal intake.III. The Input Hypothesis ($i+1$) explicitly maintains that conscious metalinguistic learning of grammatical rules can successfully transform into subconscious acquired fluency if the learner practices mechanical repetition and rote memorization daily.IV. The Monitor Hypothesis asserts that conscious learning serves a very specific and limited function in language performance: it acts exclusively as an editor or 'monitor' to inspect, check, and repair output before or shortly after production, provided the user has sufficient time, focuses on form, and knows the rule.Identify the option that correctly evaluates the pedagogical and psycholinguistic validity of propositions I, II, III, and IV.