In the advanced pedagogical framework of English Language Teaching (ELT), mastering the four macro-skills—Listening, Speaking, Reading, and Writing (LSRW)—requires a precise understanding of processing strategies, sub-skills, and psycholinguistic dynamics. Consider the following four advanced propositions regarding LSRW skill development: I. In second language listening comprehension, bottom-up processing relies heavily on decoding individual phonetic segments, morphemes, and morphosyntactic boundaries sequentially to build meaning, whereas top-down processing involves activating prior background knowledge, contextual expectancies, and schematic structures to interpret global discourse intent. II. Productive speaking sub-skills require learners to manage discourse macro-functions such as turn-taking, transaction management, negotiation of meaning, and stylistic register shifting, distinguishing spontaneous oral communication from mere recitation of memorized written texts. III. In advanced reading pedagogy, intensive reading focuses on rapid, extensive exposure to large volumes of varied texts primarily for global aesthetic pleasure and general informational overview without examining lexical or structural nuances, whereas extensive reading requires meticulous, clause-by-clause linguistic decoding and grammatical parsing of short, difficult texts. IV. In modern process-writing models, writing is conceptualized as a recursive, non-linear cognitive activity comprising distinct phases—such as pre-writing brainstorming, drafting, peer-formative reviewing, editing, and publishing—rather than a static, linear product-oriented exercise. Identify the option that correctly evaluates the pedagogical, psycholinguistic, and methodological validity of propositions I, II, III, and IV according to standard language acquisition research and Language skills principles.