In the historical evolution and pedagogical implementation of the Communicative Approach (CLT) and Task-Based Language Teaching (TBLT), applied linguists distinguish between weak and strong versions of communicative teaching, alongside specific principles governing interaction and syllabus design. Consider the following four advanced propositions: I. The 'weak version' of CLT, often summarized as 'learning to use English', prioritizes structural and functional practice where communicative activities are bolted onto traditional grammar lessons, whereas the 'strong version'—summarized as 'using English to learn it'—posits that language is acquired primarily through active communication and meaning-negotiation without requiring isolated form-focused instruction. II. According to David Nunan and Michael Long, a pedagogical 'task' must primarily require learners to focus exclusively on grammatical accuracy, mechanical sentence formation, and rote memorization of dialogues, treating communicative outcomes as entirely subordinate to error-free morphosyntactic production. III. In TBLT framework design, pedagogical tasks are categorized into 'target tasks' (real-world communicative activities that learners need to perform outside the classroom environment) and 'pedagogical tasks' (classroom-based communicative exercises designed to bridge the cognitive and linguistic gap toward target task mastery). IV. The concept of 'communicative competence', originally formulated by Dell Hymes in direct opposition to Noam Chomsky's narrow notion of linguistic competence, encompasses not merely grammatical accuracy but also sociolinguistic, discourse, and strategic competencies required for effective real-world social interaction. Identify the option that correctly evaluates the pedagogical, linguistic, and theoretical validity of propositions I, II, III, and IV according to modern language teaching methodology and Communicative language teaching principles.