त्वरित लिंक्स
English Language
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In a linguistically diverse classroom, second-language (L2) educators frequently address persistent learner errors, developmental deviations, and cross-linguistic interference. Consider the following four advanced propositions regarding language difficulties and error analysis in diverse educational settings: I. Interlingual errors are attributable to mother tongue (L1) interference or negative transfer, where structural patterns of the native language are inappropriately mapped onto the target language, whereas intralingual errors emerge from target language overgeneralization, simplification, or incomplete rule internalization during developmental acquisition. II. Fossilization, as conceptualized in Larry Selinker's interlanguage theory, represents a transitory and easily remediable developmental plateau where non-target-like structures spontaneously disappear once the learner reaches intermediate communicative proficiency without requiring targeted instructional intervention. III. Contrastive Analysis Hypothesis (CAH), in its strong formulation, asserts that a systematic structural comparison of the learner's L1 and L2 can reliably predict and explain all second-language acquisition errors, though it proves less effective in accounting for developmental intralingual errors. IV. Error analysis, pioneered by Corder, distinguishes between 'errors' (systematic, rule-governed deviations reflecting competence gaps that require formal pedagogical remediation) and 'mistakes' (performance slips or transient lapses in execution that speakers can self-correct when attention is drawn to them). Identify the option that correctly evaluates the pedagogical, psycholinguistic, and theoretical validity of propositions I, II, III, and IV according to applied linguistics and Error analysis principles.
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Detailed Explanation
Statement I is correct because interlingual errors stem from L1 interference (negative transfer), while intralingual errors arise from developmental overgeneralization and rule simplification within the target language itself. Statement II is incorrect because fossilization is defined as a *permanent* or deeply entrenched stabilization of incorrect linguistic structures in the interlanguage, which stubbornly resists instructional modification rather than being a transitory plateau that disappears spontaneously. Statement III is correct because the strong version of the Contrastive Analysis Hypothesis posits that a direct comparison between L1 and L2 predicts learner difficulties and errors. Statement IV is correct because Error analysis rigorously distinguishes between systematic competence-based errors and performance-based slips (mistakes). Therefore, options I, III, and IV are accurate.
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