त्वरित लिंक्स
English Language
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In the pedagogical framework of English language teaching, oral proficiency and aural comprehension form the cornerstone of linguistic development. Consider the following four advanced propositions regarding the functions of language and the role of listening and speaking in second language acquisition: I. Speaking serves both an interactive function (maintaining social relationships, interpersonal rapport, and phatic communion) and a transactional function (conveying specific information, negotiating meaning, and achieving concrete real-world objectives). II. Listening is conceptualized in contemporary psycholinguistics as a passive receptive skill where the auditory cortex merely acts as an acoustic sponge, passively absorbing and mirroring incoming speech sounds without active cognitive processing or top-down schema activation. III. According to Michael Halliday's functional theory of language, spoken discourse fulfills diverse micro-functions such as the instrumental, regulatory, interactional, personal, heuristic, imaginative, and informative functions, which govern how learners express intent and make meaning in social contexts. IV. In communicative language teaching (CLT), listening and speaking are taught as integrated, reciprocal communicative processes rather than isolated mechanical drills, emphasizing conversational repair strategies, turn-taking rules, and pragmatic appropriateness. Identify the option that correctly evaluates the pedagogical, linguistic, and theoretical validity of propositions I, II, III, and IV according to standard Language pedagogy principles.
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Detailed Explanation
Propositions I, III, and IV are correct. Speaking clearly encompasses both transactional functions (focus on message transfer and goods/services) and interactional functions (focus on social bonding and interpersonal relations). Halliday's functional model accurately classifies language use into instrumental, regulatory, interactional, personal, heuristic, imaginative, and informative functions. Furthermore, CLT treats listening and speaking as reciprocal, integrated conversational acts. Proposition II is incorrect because modern psycholinguistics views listening as an active cognitive process requiring schema activation, inferencing, and both bottom-up and top-down processing, rather than passive reception. For further reading, explore Language acquisition principles.
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