त्वरित लिंक्स
English Language
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In a multilingual English language classroom, teachers frequently encounter diverse learners whose native language (L1) phonology, syntax, or orthography interacts with target language (L2) acquisition. Consider the following advanced propositions regarding language difficulties, cross-linguistic transfer, and error typology:I. Developmental errors mirror the natural, universal progression of language acquisition and frequently occur in both L1 and L2 learners, reflecting transitional cognitive processing rather than mother tongue interference.II. Negative transfer (or interlingual interference) occurs when structural patterns of the learner's native language are inappropriately mapped onto the target language, resulting in predictable deviant utterances.III. According to modern error analysis, every non-standard learner utterance must be treated as a cognitive deficit that requires immediate, punitive eradication through rote memorization drills to prevent permanent fossilization.IV. Overgeneralization is an intralingual phenomenon where a newly acquired L2 rule—such as adding '-ed' to irregular past-tense verbs—is extended to contexts where it does not apply.Identify the option that correctly evaluates the pedagogical and psycholinguistic validity of propositions I, II, III, and IV.
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Detailed Explanation
Propositions I, II, and IV are pedagogically and psycholinguistically sound. Developmental errors reflect natural processing stages, negative transfer involves L1 interference, and overgeneralization is an intralingual phenomenon where rules are overextended. Conversely, Proposition III is incorrect because modern applied linguistics—grounded in Error Analysis—views learner errors not as cognitive deficits to be punished, but as valuable diagnostic windows into the learner's evolving interlanguage system.
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