त्वरित लिंक्स
English Language
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In the pedagogy of second-language English teaching, mastering the four macro-skills—Listening, Speaking, Reading, and Writing (LSRW)—requires a comprehensive understanding of their cognitive categorization, micro-skills, and instructional sequencing. Consider the following four advanced propositions regarding LSRW skills:I. Listening and reading are classified as receptive (or passive) skills because learners do not generate overt linguistic or physical output, whereas speaking and writing are productive (or active) skills that require the encoding of abstract semantic intentions into acoustic signals or orthographic symbols.II. Extensive reading is an intensive pedagogical sub-skill focused on close, analytical decoding of every single word, grammatical structure, and morphological feature within a short, difficult text to extract exact lexical meanings.III. Sub-skills associated with advanced listening comprehension include predicting upcoming discourse markers, inferring unstated speaker attitudes, recognizing cohesive devices, and extracting specific details (scanning), whereas scanning is strictly exclusive to reading and plays no role in auditory comprehension.IV. In writing pedagogy, the process-writing approach emphasizes a linear, rigid progression from outlining to a single final draft without permitting recursive stages such as drafting, peer review, revising, or editing.Identify the option that correctly evaluates the pedagogical, cognitive, and theoretical validity of propositions I, II, III, and IV according to modern second-language acquisition theory and language skills methodology.
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Detailed Explanation
Let's evaluate each proposition according to modern second-language pedagogy and language skills methodology:
I. Correct. Listening and reading are receptive skills involving decoding and cognitive interpretation of input without generating linguistic output, while speaking and writing are productive skills requiring active encoding and generation of language.
II. Incorrect. Extensive reading involves reading long texts for general understanding, pleasure, or fluency at an easy level, whereas intensive reading focuses on close, detailed analysis of short texts.
III. Incorrect. While scanning is primarily a reading sub-skill, listening for specific information (such as flight arrival times or key figures in a lecture) is an established auditory sub-skill, making the claim that scanning is strictly exclusive to reading false.
IV. Incorrect. The process-writing approach is inherently recursive—not linear—allowing writers to move back and forth between drafting, peer review, revising, and editing.
Therefore, only proposition I is correct, making Option B the correct answer.
I. Correct. Listening and reading are receptive skills involving decoding and cognitive interpretation of input without generating linguistic output, while speaking and writing are productive skills requiring active encoding and generation of language.
II. Incorrect. Extensive reading involves reading long texts for general understanding, pleasure, or fluency at an easy level, whereas intensive reading focuses on close, detailed analysis of short texts.
III. Incorrect. While scanning is primarily a reading sub-skill, listening for specific information (such as flight arrival times or key figures in a lecture) is an established auditory sub-skill, making the claim that scanning is strictly exclusive to reading false.
IV. Incorrect. The process-writing approach is inherently recursive—not linear—allowing writers to move back and forth between drafting, peer review, revising, and editing.
Therefore, only proposition I is correct, making Option B the correct answer.
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