त्वरित लिंक्स
English Language
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In the pedagogy of oral communication and spoken discourse, language functions are broadly categorized into transactional and interactional uses. Consider the following theoretical propositions regarding the functions of listening and speaking in a second language classroom:I. Transactional listening and speaking focus primarily on the exchange of goods, information, or services, where the primary objective is the efficient transfer of message content rather than the maintenance of social relationships (e.g., booking a flight or giving operational instructions).II. Interactional language use is fundamentally message-oriented and referential, prioritizing propositional accuracy and formal information transmission over interpersonal rapport, emotional expression, and social solidarity.III. According to applied linguists like Jack Richards, spoken discourse requires mastery of both micro-skills (such as managing turn-taking, using hesitation phenomena, and deploying conversational formulas) and macro-functions (balancing transactional and interactional demands).IV. In communicative language teaching (CLT), listening is often treated as a purely passive, unidirectional receptive channel that operates independently of the speaker's pragmatic intent and situational context.Identify the option that correctly evaluates the validity of propositions I, II, III, and IV according to second language acquisition theory and applied linguistics.
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Detailed Explanation
Statement I is correct because transactional language is message-oriented and focuses on obtaining goods, services, or specific information. Statement II is incorrect because interactional language is primarily relationship-oriented (establishing and maintaining social ties), not referential or message-oriented. Statement III is correct as Jack Richards and other applied linguists emphasize that speaking involves complex micro-skills like turn-taking and conversational management. Statement IV is incorrect because listening in communicative language teaching is recognized as an active, inferential, and bidirectional/unidirectional cognitive process heavily reliant on pragmatic context and schemata, rather than a passive channel. For further reading on communicative frameworks, consult Wikipedia Reference.
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