त्वरित लिंक्स
English Language
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In the context of inclusive education and second-language acquisition within a diverse multilingual classroom, teachers often encounter complex language difficulties, fossilized structures, and systematic errors. Consider the following four advanced propositions regarding error analysis, interlanguage, and instructional remediation:I. Fossilization represents a permanent cessation of interlanguage development wherein specific L2 errors become deeply entrenched and impervious to conventional corrective feedback, often observed even in highly proficient bilingual speakers.II. Contrastive Analysis Hypothesis (CAH) posits that all learner errors can be reliably predicted and explained exclusively through L1 interference, completely accounting for universal developmental errors that occur regardless of the learner's native language background.III. Overt correction and explicit negative feedback during fluency-focused communicative tasks can inadvertently raise learners' affective filters, triggering anxiety and discouraging risk-taking, whereas implicit feedback like recasts or clarification requests maintains communicative flow while promoting cognitive comparison.IV. In diagnostic error analysis, distinguishing between 'errors' (systematic gaps in competence that cannot be self-corrected) and 'mistakes' (performance slips due to fatigue, memory lapses, or processing overload) is crucial for designing targeted remedial instruction.Identify the option that correctly evaluates the pedagogical and linguistic validity of propositions I, II, III, and IV according to applied linguistics and error analysis theory.
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Detailed Explanation
Proposition II is incorrect because the Contrastive Analysis Hypothesis (CAH) cannot account for all learner errors. While it successfully predicts L1 interference (interlingual errors), it fails to explain intralingual and developmental errors (such as overgeneralization), which occur universally across learners regardless of their native language background. Propositions I, III, and IV are entirely accurate according to modern applied linguistics and error analysis theory.
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