त्वरित लिंक्स
English Language
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In the theoretical paradigms of second language acquisition, Noam Chomsky's Nativist theory and Stephen Krashen's Monitor Model present contrasting yet complementary perspectives on how human beings process and master a language. Consider the following four advanced propositions regarding their core frameworks: I. Chomsky’s Universal Grammar (UG) posits that human infants are biologically endowed with an innate Language Acquisition Device (LAD) containing universal structural constraints and parameters, which allow children to master complex syntactic rules rapidly despite the fragmentary nature of primary linguistic input ('poverty of the stimulus'). II. Krashen’s Input Hypothesis asserts that language acquisition is a subconscious process that occurs exclusively when learners are exposed to comprehensible input containing linguistic structures slightly above their current level of competence, designated as $i+1$. III. Krashen’s Affective Filter Hypothesis contends that emotional variables such as high anxiety, low self-confidence, and defensive motivation can raise the affective filter, creating a mental block that prevents incoming comprehensible input from reaching the language acquisition device. IV. Krashen and Chomsky share the foundational belief that explicit, formal classroom instruction in conscious grammar rules can directly convert learned competence into subconscious acquired competence through continuous mechanical drilling and error correction. Identify the option that correctly evaluates the theoretical, psycholinguistic, and pedagogical validity of propositions I, II, III, and IV according to modern second language acquisition theory and Language acquisition principles.
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Detailed Explanation
Propositions I, II, and III accurately reflect established linguistic and pedagogical theories. Proposition I outlines Chomsky's Nativist view and the poverty of the stimulus argument. Proposition II describes Krashen's Input Hypothesis ($i+1$), and Proposition III explains the Affective Filter Hypothesis. Proposition IV is invalid because Krashen's Non-Interface Hypothesis strictly maintains that learned knowledge (conscious rules) and acquired knowledge (subconscious competence) are separate systems, and learned knowledge can never become acquired knowledge; it can only serve as an editor or 'monitor'. For a deeper theoretical background, consult the Second-language acquisition reference.
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I. When an active ditransitive clause features both a direct object and an indirect object (e.g., 'The board of directors awarded the senior researcher a prestigious fellowship grant'), standard English syntax permits two distinct passive transformations depending on which object is promoted to the subject position (e.g., 'The senior researcher was awarded a prestigious fellowship grant by the board of directors' vs. 'A prestigious fellowship grant was awarded to the senior researcher by the board of directors'), though the personal object subject is stylistically preferred in professional discourse.
II. When an active sentence contains a complex modal auxiliary followed by a perfect infinitive (e.g., 'The forensic auditors must have examined the offshore financial records thoroughly'), the passive transformation requires the auxiliary verb cluster to shift to 'must have been examined', thereby maintaining both the epistemic modality and the perfect aspect while promoting the underlying direct object to the grammatical subject.
III. In active sentences governed by verbs of perception or cognition taking bare infinitives (e.g., 'Witnesses observed the masked suspect enter the secure subterranean vault'), the passive transformation must retain the bare infinitive unchanged, converting it into 'The masked suspect was observed enter the secure subterranean vault by witnesses', omitting the prepositional infinitive marker 'to' entirely under all syntactic conditions.
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I. Krashen's Natural Order Hypothesis posits that the acquisition of grammatical structures proceeds in a predictable, developmental sequence across learners regardless of their native language background, and this natural sequence is easily overridden by explicit classroom grammar instruction and intensive mechanical drilling.
II. The Monitor Hypothesis suggests that conscious learning functions exclusively as an editor or 'monitor' that alters the output of utterances either before or after they are produced, provided the learner has sufficient time, focuses on grammatical form, and possesses explicit knowledge of the rules.
III. Krashen's Affective Filter Hypothesis asserts that emotional variables such as anxiety, self-consciousness, and low motivation raise a mental block that prevents comprehensible input from passing into the language acquisition device, whereas a relaxed and confident learner maintains a low affective filter.
IV. The Input Hypothesis ($i+1$) maintains that language acquisition is driven by understanding linguistic input that is slightly beyond the learner's current stage of competence, where comprehension is mediated by contextual cues, extra-linguistic knowledge, and ongoing discourse rather than structural grammar grading.
Identify the option that correctly evaluates the theoretical and conceptual validity of propositions I, II, III, and IV according to second language acquisition theory and Second-language acquisition principles.
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Identify the option that correctly evaluates the lexical, semantic, and orthographic validity of propositions I, II, III, and IV according to standard English lexicography and English orthography principles.
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