In the pedagogy of second-language acquisition and applied linguistics, spoken language is categorized into distinct functional types—primarily talk as interaction, talk as transaction, and talk as performance—each requiring specialized instructional strategies. Consider the following four advanced propositions regarding these spoken functions and listening-speaking methodologies:I. 'Talk as interaction' corresponds to phatic communication and social conversation where interpersonal bonding, rapport maintenance, and managing social solidarity take precedence over the efficient exchange of referential information.II. 'Talk as transaction' is strictly monologic and expressive, focusing heavily on personal emotions, spontaneous creativity, and artistic resonance, where grammatical accuracy and task completion are entirely irrelevant.III. 'Talk as performance' resembles public speaking or oral presentations, requiring careful attention to audience design, structural organization, formal register, and sequential coherence appropriate for monologic delivery.IV. In teaching listening and speaking within a communicative framework, instructors must design targeted tasks that address the micro-skills unique to each function—such as turn-taking and backchannelling for interaction, information-gap negotiations for transaction, and rhetorical structuring for performance.Identify the option that correctly evaluates the pedagogical and linguistic validity of propositions I, II, III, and IV according to modern language teaching methodology and Communicative Language Teaching theory.