UGC NET Questions (Paper – 1)

Option A – cultural barrier Cultural barriers arise when differences in language, customs, values or experiences between teacher and learners hinder understanding. If teaching examples consistently reflect only the dominant culture and ignore learners’ home backgrounds, students may find it hard to relate and feel excluded. This reduces engagement and limits comprehension of abstract concepts. Thus, the situation described in the stem clearly exemplifies a cultural barrier in teaching.

Option A:
Cultural barrier explains why using examples alien to students’ lived experiences can obstruct learning even if the language is grammatically correct. When teachers overlook home languages or community practices, they fail to build on what learners already know. This mismatch between classroom content and learners’ cultural worlds is precisely the kind of problem identified in the question.

Option B:
Psychological barrier would focus on internal emotions and attitudes such as fear, low self-esteem or prejudice within individuals. While cultural exclusion can eventually shape attitudes, the immediate issue in the stem is the mismatch between teaching content and students’ cultural backgrounds, which is more accurately described as cultural than psychological.

Option C:
Physical barrier refers to environmental obstacles such as noise, distance or poor lighting. The problem in the question is not about physical conditions but about the relevance and inclusiveness of examples used, so physical barrier is not appropriate.

Option D:
Organizational barrier deals with structural aspects of institutions, such as complex procedures or hierarchical communication channels. It does not directly address how teaching materials align with learners’ cultures, and therefore it is not the correct type of barrier in this context.

Cultural barriers arise when people from different cultural backgrounds interpret behaviours differently based on norms and values. A thumbs up gesture is positive in many cultures but offensive in some. The misunderstanding in the stem is therefore rooted in cultural differences.

Option A:
Semantic barriers concern meanings of words rather than gestures.

Option B:
Cultural barriers come from differing cultural codes for gestures and behaviour,which explains the misinterpretation here.

Option C:
Mechanical barriers involve malfunctioning devices,which are not involved here.

Option D:
Psychological barriers are individual emotional states,while this case depends more on shared cultural codes.

Cultural barriers occur when differences in cultural norms and meanings lead to misinterpretation of behaviour. The same gesture can have positive connotations in one culture and negative in another. In such cases,students may misunderstand the teacher's intention. Therefore the barrier is cultural.

Option A:
Physical barriers involve environmental obstacles,not symbolic meanings.

Option B:
Semantic barriers focus on word meanings rather than non verbal norms.

Option C:
Cultural barriers arise from differing cultural codes for gestures/behaviour,which explains why the same gesture is polite in one culture and offensive in another.

Option D:
Psychological barriers stem from individual emotions,while this difficulty originates in shared cultural codes.

Cultural barriers occur when differences in cultural norms,values and non verbal codes lead to misunderstanding. Direct eye contact may be a sign of respect in one culture but considered rude in another. The misinterpretation in the stem clearly arises from cultural differences,so it is a cultural barrier.

Option A:
Psychological barriers are due to individual emotions or attitude,not shared cultural patterns.

Option B:
Cultural barriers remind teachers to be sensitive to diverse backgrounds and adapt behaviour where needed,making option B correct.

Option C:
Semantic barriers concern language and meaning of words,while this example involves non verbal interpretation.

Option D:
Mechanical barriers refer to technical faults in devices or environment,which are not involved here.

Cultural barriers occur when differences in cultural norms and values lead to misinterpretation of behaviour. Eye contact that signals respect in one culture may be perceived as challenging or rude in another. The stem describes exactly such cross cultural misreading,making it a cultural barrier.

Option A:
Semantic barriers involve word meanings rather than non verbal norms like gaze.

Option B:
Mechanical barriers concern equipment or channel problems,not social expectations.

Option C:
Cultural differences influence how non verbal cues are interpreted,so cultural is the correct choice.

Option D:
Psychological barriers stem from individual emotions and do not fully capture shared cultural patterns.

Cultural barriers arise when people from different cultural backgrounds interpret behaviours differently based on norms and values. A gesture that is harmless in one culture may be offensive in another. The misunderstanding in the stem stems from such normative differences. Therefore it is a cultural barrier.

Option A:
Psychological barriers arise from individual feelings such as fear,which is not central here.

Option B:
Because the problem is rooted in cultural codes for gestures,cultural is the best answer.

Option C:
Semantic barriers involve word meanings rather than gestures.

Option D:
Mechanical barriers concern devices and technology,not human behaviour.

Cultural barriers occur when differences in cultural values and norms lead to misinterpretation of behaviour. Eye contact that is respectful in one culture may be viewed as rude or aggressive in another. The stem explicitly refers to differing norms across countries,so the barrier is cultural.

Option A:
Semantic barriers focus on language meanings,not on non verbal norms.

Option B:
Mechanical barriers come from technical issues rather than cultural expectations.

Option C:
Psychological barriers involve individual emotions like fear or prejudice,whereas the stem highlights shared cultural standards.

Option D:
Cultural awareness helps teachers avoid misreading student behaviour,making option D correct.