त्वरित लिंक्स
English Language
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In the epistemological framework of psycholinguistics and second-language acquisition, Noam Chomsky's theory of language acquisition stands in sharp contrast to Stephen Krashen's Monitor Model. Consider the following four advanced propositions regarding language acquisition, innate mental structures, and the unconscious internalization of grammar: I. Chomsky's Language Acquisition Device (LAD) and the concept of Universal Grammar (UG) posit that human infants are biologically pre-programmed with an innate set of grammatical principles and parameters, enabling them to construct a complex rule system rapidly from impoverished primary linguistic input (the poverty of the stimulus argument). II. Krashen's Acquisition-Learning Hypothesis explicitly posits that conscious language 'learning' (formal instruction of explicit rules) can seamlessly transform into subconscious language 'acquisition' over time through rigorous mechanical drilling and structural recitation. III. According to Krashen's Affective Filter Hypothesis, high levels of anxiety, low self-confidence, or excessive self-consciousness act as an adjustable mental block that prevents learners from fully utilizing available comprehensible input (i+1), whereas a low affective filter facilitates optimal language intake. IV. Krashen's Natural Order Hypothesis asserts that grammatical structures are acquired in a predictable, developmental sequence that is virtually identical across both first and second language learners, and this natural sequence remains largely impervious to deliberate classroom teaching order. Identify the option that correctly evaluates the psycholinguistic and theoretical validity of propositions I, II, III, and IV according to Chomskyan generative linguistics and Krashenian SLA theory.
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Detailed Explanation
Proposition II is incorrect because Krashen's non-interface hypothesis strictly maintains that conscious 'learning' and subconscious 'acquisition' are completely separate systems; explicit learned rules can *never* become acquired competence, functioning only as a 'monitor' or editor for output under specific conditions (time, focus on form, and knowledge of rules). Propositions I, III, and IV are entirely accurate reflections of generative linguistics and Second-language acquisition theory.
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