त्वरित लिंक्स
English Language
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In the context of second-language acquisition (SLA) and teaching English in culturally and linguistically diverse classrooms, language difficulties and developmental errors require rigorous psycholinguistic analysis. Consider the following four advanced propositions regarding interlanguage errors, contrastive analysis, and language difficulties: I. Interlanguage, a theoretical concept introduced by Larry Selinker, refers to the structured, transitional linguistic system constructed by a second-language learner that exhibits its own internal rules, systematicity, and resistance to immediate eradication through negative feedback. II. Developmental errors (or intralingual errors) occur when a learner overgeneralizes a target language rule or applies a strategy that reflects normal cognitive processing and hypothesis-testing of the L2 itself, whereas interference errors (or interlingual errors) stem directly from the negative transfer of first-language (L1) morphosyntactic or phonological structures. III. According to Error Analysis theory pioneered by S. Pit Corder, fossilization represents a permanent cessation of interlanguage development wherein deviant linguistic forms become deeply entrenched and impervious to further formal instruction or communicative exposure. IV. Contrastive Analysis Hypothesis (CAH), particularly in its strong version, successfully and accurately predicts 100 percent of all actual learner errors across all linguistic subsystems by conducting an a priori structural comparison of the native language and the target language, leaving no room for developmental overgeneralization. Identify the option that correctly evaluates the pedagogical, psycholinguistic, and theoretical validity of propositions I, II, III, and IV according to second-language acquisition research and Interlanguage theory.
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Detailed Explanation
Propositions I, II, and III are entirely correct. Larry Selinker defined interlanguage as a distinct, systematic linguistic system developed by L2 learners. S. Pit Corder distinguished between developmental/intralingual errors (reflecting universal cognitive learning strategies) and interlingual errors (caused by L1 transfer). Fossilization refers to the permanent stabilization of interlanguage features. However, Proposition IV is incorrect because the *strong version* of the Contrastive Analysis Hypothesis claimed predictive power that proved empirically untenable; it could not account for many developmental errors and avoidance phenomena, leading researchers to adopt the *weak version* instead. For further reading on linguistic errors, explore Error Analysis.
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