In the pedagogical framework of English language teaching and second language acquisition, developing the four macro-skills—listening, speaking, reading, and writing—requires a sophisticated understanding of cognitive processing models, sub-skills, and communicative functions. Consider the following four advanced propositions regarding LSRW pedagogy: I. In listening comprehension theory, bottom-up processing models rely on decoding the incoming acoustic and phonetic signals linearly—progressing from individual phonemes to morphemes, words, syntactic clauses, and semantic meaning—without relying on prior background knowledge or contextual schema. II. In reading comprehension, scanning is a rapid reading sub-skill employed to locate specific factual details, figures, or keywords without reading the entire text word-for-word, whereas skimming involves rapid reading to grasp the global macro-structure, central theme, or general gist of a passage. III. In spoken language pedagogy, transactional language functions primarily to establish and maintain social relationships, rapport, and interpersonal solidarity (e.g., casual greetings, small talk, and phatic communion), where social bonding takes absolute precedence over the exchange of factual information. IV. In writing pedagogy within a process-oriented paradigm, the instructional sequence emphasizes recursive stages including pre-writing (brainstorming and mapping), drafting, peer review, revising for global coherence, and editing for surface-level mechanical accuracy. Identify the option that correctly evaluates the pedagogical, psycholinguistic, and methodological validity of propositions I, II, III, and IV according to standard Language skills and second language acquisition principles.