In the psycholinguistic and pedagogical framework of English Language Teaching (ELT), the development of literacy and oral proficiency involves understanding the distinct cognitive mechanisms underlying the four macro-skills (Listening, Speaking, Reading, Writing - LSRW). Consider the following complex propositions regarding receptive and productive language skills:I. In reading comprehension, bottom-up processing relies on the reader's prior knowledge, schema, and contextual expectations to predict the text's macro-structure, whereas top-down processing involves the meticulous decoding of individual graphemes, phonemes, and morphemes in a linear fashion.II. In listening comprehension, transactional listening focuses primarily on message-oriented information transfer and factual accuracy, whereas interactional listening is interpersonal, prioritizing social bonding, rapport, and phatic communion over absolute propositional exactitude.III. In writing pedagogy, the recursive process model proposed by researchers like Flower and Hayes demonstrates that composing is a strictly linear, stage-bound progression moving unidirectionally from pre-writing to drafting, editing, and final publishing without iteration.IV. In speaking proficiency development, communicative tasks such as information-gap activities and role-plays encourage the integration of both linguistic accuracy and sociolinguistic appropriateness, bridging the gap between mechanical drilling and spontaneous discourse.Identify the option that correctly evaluates the pedagogical and psycholinguistic validity of propositions I, II, III, and IV.