In the pedagogy of second language acquisition, the mastery of the four foundational macro-skills—Listening, Speaking, Reading, and Writing (LSRW)—involves complex cognitive processes, subskills, and psycholinguistic mechanisms. Consider the following advanced pedagogical propositions:I. Bottom-up processing in listening and reading requires learners to decode individual acoustic or graphic signals (phonemes and graphemes), progressively building up meaning from smaller units to larger syntactic structures.II. Top-down processing relies heavily on the learner's existing schematic knowledge, global contextual cues, and pragmatic expectations to interpret discourse, allowing them to comprehend meaning without depending on exhaustive bottom-up decoding.III. In the development of reading proficiency, 'scanning' is defined as the rapid reading technique employed to capture the overarching global gist or macro-theme of a passage, whereas 'skimming' is utilized exclusively to locate a specific data point, fact, or keyword.IV. Productive skills (speaking and writing) require the dual-process execution of conceptualization and formulation, with spontaneous oral production further demanding real-time management of turn-taking dynamics, affective variables, and negotiation of meaning.Identify the option that correctly evaluates the pedagogical validity of propositions I, II, III, and IV.