त्वरित लिंक्स
English Language
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In a linguistically and culturally diverse classroom, teachers frequently encounter interlingual and intralingual errors, code-switching, and fossilization among second-language learners. Consider the following four advanced propositions regarding language difficulties and error analysis in diverse educational settings: I. Intralingual errors occur when a learner misapplies target language rules due to overgeneralization, simplification, or incomplete rule internalization (e.g., producing *'goed'* or *'she cans go'*), whereas interlingual errors stem from negative transfer or interference from the learner's native mother tongue (L1). II. Fossilization, a psycholinguistic phenomenon extensively documented in interlanguage studies by Larry Selinker, refers to the permanent stabilization of incorrect linguistic forms and non-target-like structures in a learner's interlanguage system, which stubbornly resists further instructional modification even when communicative competence is achieved. III. Contrastive Analysis Hypothesis (CAH), formulated by Robert Lado, asserts that all second-language errors are exclusively caused by intralingual developmental overgeneralization, maintaining that native language interference plays a negligible role in second-language acquisition. IV. Code-switching—the strategic alternation between two or more languages within a single discourse or conversational turn—is universally classified by modern applied linguists as a pathological symptom of cognitive deficit and linguistic incompetence that must be strictly eradicated from the multilingual classroom. Identify the option that correctly evaluates the pedagogical, psycholinguistic, and theoretical validity of propositions I, II, III, and IV according to second-language acquisition theory and Error analysis principles.
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Detailed Explanation
Propositions I and II are correct. Proposition I accurately distinguishes between intralingual errors (arising from internal target language overgeneralization and simplification) and interlingual errors (stemming from L1 interference). Proposition II correctly defines fossilization as the permanent stabilization of non-target forms within an interlanguage system, a foundational concept in Error analysis. Proposition III is incorrect because the Contrastative Analysis Hypothesis posits that L1 interference is the primary source of second-language errors, not intralingual overgeneralization. Proposition IV is incorrect because modern sociolinguistics views code-switching as a sophisticated communicative resource rather than a cognitive deficit or linguistic incompetence.
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