In the advanced methodology of English Language Teaching (ELT) and applied linguistics, the role of explicit grammar instruction remains a subject of intense pedagogical debate. Consider the following advanced propositions regarding the critical perspective on grammar learning:I. The strict structural approach (grammar-translation paradigm) posits that language learning is primarily the mastery of formal morphological rules and paradigms, assuming that explicit declarative knowledge automatically translates into spontaneous procedural fluency.II. Communicative Language Teaching (CLT) and task-based paradigms argue that while grammar is essential for accuracy, focusing excessively on explicit prescriptive rules isolated from authentic communicative context often hinders pragmatic competence and fluency development.III. Modern interface theories (such as Michael Sharwood Smith’s concept of 'input enhancement' and Richard Schmidt’s 'noticing hypothesis') suggest that conscious attention to formal grammatical features helps learners register structural patterns in input, bridging the gap between implicit acquisition and explicit knowledge.IV. Krashen's monitor model completely invalidates any form of conscious grammar instruction, asserting that learned linguistic systems can readily convert into acquired systems through rigorous habit-formation drills.Identify the option that correctly evaluates the pedagogical validity of propositions I, II, III, and IV.