In the pedagogical architecture of language acquisition and the LSRW skill framework, oral and aural competencies require a sophisticated understanding of psycholinguistic processing, phonological phenomena, and pragmatic functions. Consider the following four advanced propositions regarding the role of listening and speaking and the functions of language: I. In top-down listening processing, listeners rely heavily on contextual schemata, pragmatic expectations, and background knowledge to interpret the overall communicative intent, whereas bottom-up processing involves decoding individual acoustic signals, phonemes, and morphemes sequentially to build meaning. II. According to Roman Jakobson's model of language functions, the metalinguistic function focuses primarily on using the code to discuss or clarify the linguistic code itself (e.g., defining a word or explaining a grammar rule), whereas the phatic function serves to establish, prolong, or discontinue communication and check whether the channel is working. III. Transactional spoken discourse is primarily listener-oriented and interactional, focusing strictly on establishing social rapport, building interpersonal solidarity, and expressing personal emotions without any explicit informational transfer goals, whereas interactional discourse focuses exclusively on the efficient exchange of goods, services, or factual information. IV. The phenomenon of phonological assimilation in rapid, connected speech—where adjacent sounds modify each other (such as pronouncing 'ten bags' as 'tem bags')—is a natural articulatory process that advanced listening comprehension instruction must prepare learners to recognize, rather than treating it as a pathological speech defect. Identify the option that correctly evaluates the pedagogical, psycholinguistic, and functional validity of propositions I, II, III, and IV according to second-language pedagogy and Functions of language theory.