UGC NET Questions (Paper – 1)

Psychological barriers are internal states such as fear,shyness or low self esteem that block effective communication. The student in the stem knows the answer but remains silent due to fear of ridicule. This emotional factor stops the message from being shared. Therefore the barrier is psychological.

Option A:
Physical barriers relate to the environment rather than feelings.

Option B:
Mechanical barriers involve technical faults,not personal anxiety.

Option C:
The key factor is the student's emotional state,making psychological the correct answer.

Option D:
Semantic barriers come from confusion about meanings of words,which is not the issue here.

Psychological barriers are internal states such as fear,shyness or low self esteem that reduce willingness to communicate. The learner in the stem knows the answer but avoids responding because of shyness. This is a classic example of a psychological barrier. It restricts participation despite adequate knowledge.

Option A:
Physical barriers come from environmental factors like noise or distance,which are not mentioned.

Option B:
Psychological barriers involve emotions like shyness/anxiety that prevent speaking even when understanding is present,so this fits the stem.

Option C:
Mechanical barriers arise from faulty equipment,not emotional hesitations.

Option D:
Semantic barriers involve misunderstandings of language,not fear of speaking.

Communication apprehension is a psychological trait or state involving nervousness about speaking in groups, public settings or even interpersonal situations. It can cause students to avoid speaking even when they know the answer.

Option A:
Option A describes a temporary physical hearing problem, which is different from the psychological fear of communicating.

Option B:
Option B is correct because communication apprehension refers to fear or anxiety about real or anticipated communication with others, especially in speaking situations.

Option C:
Option C focuses on language comprehension difficulties, which may hinder understanding but are not the same as anxiety about speaking.

Option D:
Option D mentions the use of complex technical terms by the teacher, which may create cognitive difficulty but not necessarily communication fear in students.

Statements A, B and D are correct, whereas C is incorrect. A is true because communication apprehension is defined as fear or anxiety about actual or anticipated communication. B is true since anxious students often avoid volunteering answers or participating in discussions. D is true because supportive teacher behaviour and step-by-step exposure to communication tasks can gradually build confidence. C is false because ridiculing students typically increases anxiety and avoidance rather than reducing apprehension.

Option A:
Option A includes A and B, both correct, but leaves out D, which accurately describes a positive strategy for helping learners cope with communication apprehension. Without D, the option does not fully capture effective teacher responses. Therefore A and B only is incomplete and cannot be the correct answer.

Option B:
Option B combines A, B and D, covering definition, behavioural consequences and supportive management strategies. It also excludes C, which promotes a harmful practice. Since it contains all and only the correct statements, A, B and D only is the right answer.

Option C:
Option C lists B and D only and omits A, thereby overlooking the conceptual definition of communication apprehension. While B and D describe effects and remedies, leaving out A means the set is not complete with respect to the stem. Consequently this option is not valid.

Option D:
Option D groups A, C and D, but C is incorrect because ridicule worsens anxiety rather than building resilience. Including C with accurate statements makes this combination internally inconsistent and thus unacceptable.