त्वरित लिंक्स
English Language
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In the theoretical frameworks of second language acquisition, the distinction between language acquisition and language learning is central to various psycholinguistic models. Consider the following four advanced propositions regarding Noam Chomsky's nativist theory and Stephen Krashen's Monitor Model: I. Noam Chomsky posits the existence of an innate, species-specific mental faculty known as the Language Acquisition Device (LAD), which contains universal principles common to all human languages, enabling children to effortlessly internalize native syntax despite the 'poverty of the stimulus'. II. Stephen Krashen's Acquisition-Learning Hypothesis maintains that language acquisition is a subconscious process akin to how children develop their first language, resulting in implicit competence, whereas language learning is a conscious process of studying formal rules, resulting in explicit metalinguistic knowledge. III. According to Krashen's Monitor Hypothesis, conscious learned knowledge can freely and interchangeably initiate spontaneous utterances in fast-paced oral communication, serving as a primary generator of fluent everyday speech rather than operating strictly as an editor or monitor. IV. Krashen's Affective Filter Hypothesis asserts that emotional variables such as anxiety, low self-confidence, and high motivation can act as an adjustable mental block that prevents incoming comprehensible input ($i + 1$) from reaching the language acquisition device. Identify the option that correctly evaluates the theoretical and psycholinguistic validity of propositions I, II, III, and IV according to Language acquisition principles.
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Detailed Explanation
Propositions I, II, and IV are correct. Noam Chomsky's nativist hypothesis introduces the Language Acquisition Device (LAD) to explain how children master grammar despite impoverished input. Stephen Krashen distinguishes acquisition (subconscious, intuitive) from learning (conscious, rule-based). His Monitor Hypothesis specifically states that learned knowledge can *only* function as an editor or monitor to check output when the learner has sufficient time, focuses on form, and knows the rule—it cannot initiate spontaneous fluency. Thus, Proposition III is incorrect. Proposition IV accurately reflects the Affective Filter Hypothesis, where low anxiety and high motivation facilitate input processing.
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