त्वरित लिंक्स
English Language
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In the theoretical landscape of second language acquisition, Stephen Krashen's Monitor Model and Noam Chomsky's nativist theory present contrasting yet foundational paradigms regarding how human beings process and internalize linguistic systems. Consider the following four advanced propositions regarding acquisition, learning, and innate language faculties: I. Krashen's Acquisition-Learning Hypothesis asserts that 'acquisition' is a subconscious, intuitive process akin to native language development resulting from natural communicative engagement, whereas 'learning' is a conscious process involving explicit formal instruction and rule memorization, maintaining that learned knowledge can easily convert into acquired knowledge through direct operational interface. II. Chomsky's Universal Grammar (UG) theory posits that human infants are biologically equipped with an innate Language Acquisition Device (LAD) containing abstract, domain-specific universal principles and parameters that constrain the hypothesis space, thereby resolving the 'poverty of the stimulus' dilemma. III. Krashen's Affective Filter Hypothesis contends that emotional and psychological variables such as low anxiety, high self-confidence, and strong motivation lower the affective filter, facilitating the unobstructed passage of comprehensible input to the language acquisition device. IV. Krashen's Natural Order Hypothesis proposes that grammatical structures and morphosyntactic items are acquired in a predictable, invariant developmental sequence across diverse learners, regardless of the learner's native language background or explicit classroom sequencing. Identify the option that correctly evaluates the theoretical and psycholinguistic validity of propositions I, II, III, and IV according to standard language acquisition theory and Second-language acquisition principles.
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Detailed Explanation
Proposition I is flawed because of Krashen's Monitor Model (specifically the Non-Interface Hypothesis), which posits that conscious learning and subconscious acquisition remain strictly separate systems; explicit rules learned consciously can only serve as a 'monitor' or editor for output and cannot transform into acquired competence. Propositions II, III, and IV correctly summarize Chomsky's nativist poverty-of-the-stimulus argument and Krashen's well-established Affective Filter and Natural Order hypotheses within Second-language acquisition framework.
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