In the evolution of English language pedagogy, the shift from traditional structural methods (such as the Grammar-Translation Method and Audio-Lingual Method) to the Communicative Approach (CLT) brought profound philosophical and methodological reorientations. Consider the following four advanced propositions regarding language teaching principles and the Communicative Approach: I. The Communicative Approach prioritizes communicative competence over mere linguistic or grammatical competence, asserting that learners must acquire not only the formal structural rules of English syntax and morphology but also the sociolinguistic, discourse, and strategic rules required to use the language appropriately in diverse social contexts. II. In strict adherence to CLT principles, grammatical accuracy is considered completely irrelevant and counterproductive during all stages of second language acquisition; consequently, teachers must never provide explicit error correction or form-focused instruction, as any attention to morphosyntactic form inhibits spontaneous fluency. III. Task-Based Language Teaching (TBLT), as a major operational manifestation of the Communicative Approach, organizes instruction around meaning-focused communicative tasks where the successful completion of a real-world objective takes precedence over the mechanical manipulation of isolated language structures. IV. Unlike the Audio-Lingual Method—which relies heavily on behaviorist habit-formation, mimicry, memorization, and pattern drills—the Communicative Approach emphasizes functional interaction, authentic materials, information-gap activities, and meaningful negotiation of meaning among learners. Identify the option that correctly evaluates the pedagogical, theoretical, and methodological validity of propositions I, II, III, and IV according to modern language teaching methodology and Communicative language teaching principles.