In second language (L2) listening and speaking pedagogy, oral communication serves diverse socio-linguistic functions as classified by discourse analysts like Jack Richards. Consider the following four advanced propositions regarding the functions of spoken language: I. Talk as transaction focuses primarily on the transmission and receipt of propositional information, goods, and services, where message accuracy, referential clarity, and successful task completion are paramount, and interpersonal rapport is secondary. II. Talk as interaction corresponds to what is commonly known as casual conversation or interpersonal dialogue, functioning primarily to establish social rapport, express solidarity, maintain social cohesion, and manage face needs rather than convey heavy informational content. III. Talk as performance refers to public speaking events that transmit information before an audience in a structured, predictable format akin to written texts (e.g., academic lectures, public announcements, and formal speeches), requiring careful attention to form, audience appropriateness, and stylistic register. IV. In advanced spoken discourse pedagogy, listening comprehension for transactional talk relies exclusively on top-down schema activation and affective guessing, whereas interactional talk mandates strict bottom-up phonemic decoding of every single word without utilizing contextual clues or pragmatic markers. 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.