English Language
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In a multilingual and diverse English language classroom, learners frequently exhibit interlanguage errors, developmental divergences, and transfer phenomena. Consider the following four pedagogical propositions regarding language difficulties and error analysis:I. Interlingual errors are caused by the interference of the learner's native language (L1) morphosyntax and phonology into the target language (L2), whereas intralingual errors originate from the misleading generalization or incomplete application of target language rules itself (e.g., overgeneralization of regular past-tense markers to irregular verbs like *'goed'*).II. According to Pit Corder's foundational framework of error analysis, teachers should treat all learner errors as pathological deviations that must be immediately and harshly penalized to prevent fossilization, drawing no theoretical distinction between slips (performance errors) and systematic errors (competence errors).III. Fossilization, a psychological and linguistic phenomenon identified by Larry Selinker, refers to the persistence of incorrect linguistic forms in a learner's interlanguage system even after years of advanced instruction and natural exposure in a diverse classroom environment.IV. Contrastive Analysis Hypothesis (CAH), proposed by Robert Lado, asserts that language difficulties in a diverse classroom can be systematically predicted by identifying the structural similarities and differences between the learner's native language and the target language.Identify the option that correctly evaluates the validity of propositions I, II, III, and IV according to applied linguistics and error analysis theory.
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Detailed Explanation
Propositions I, III, and IV are correct. Interlingual errors stem from L1 interference, while intralingual errors arise from target language overgeneralization (e.g., *'goed'* or *'foots'*). Larry Selinker defined fossilization as the permanent incorporation of incorrect linguistic items into an interlanguage system, and Robert Lado's Contrastive Analysis Hypothesis posits that L1-L2 structural differences predict learning difficulties. Proposition II is incorrect because S. Pit Corder revolutionized Wikipedia Reference by viewing learner errors not as undesirable flaws, but as valuable windows into the learner's underlying cognitive processing and systematic interlanguage development.
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