In second language acquisition and spoken discourse analysis, spoken language is categorized into distinct functional macro-types based on communicative intent, social demands, and cognitive processing constraints. Consider the following four advanced propositions regarding the functions of spoken language and oral communication: I. Transactional talk focuses primarily on the exchange of goods, services, and referential propositional information, where the ultimate success of the interaction is judged by whether the practical task is accomplished accurately, leaving interpersonal rapport secondary. II. Interactional talk functions primarily to establish and maintain social relationships, foster interpersonal bonding, and manage social solidarity (e.g., casual greetings, small talk, and banter), where social harmony and affective tone take precedence over informational efficiency. III. Talk as performance refers to public monologues and presentations that transmit information before an audience in a structured, predictable format akin to written texts (e.g., academic lectures, public announcements, and formal debates), requiring meticulous attention to form, audience appropriateness, and stylistic register. IV. In pedagogical speaking frameworks, transactional and interactional spoken discourses share identical turn-taking structures, pragmatic conventions, and cognitive planning loads, meaning that language teachers can utilize identical instructional methodologies and assessment rubrics for both conversational genres without modification. Identify the option that correctly evaluates the linguistic, functional, and pedagogical validity of propositions I, II, III, and IV according to standard English language teaching methodology and Functions of language principles.