UGC NET Questions (Paper – 1)

Statements A, B, D and F appropriately characterise effective teacher communication. A is true because articulation and pacing help learners process spoken messages. B is true since listening completes the communication loop. D is true as non-verbal cues like facial expressions and posture signal learner states, and F is true because adapting explanations based on feedback improves clarity. C and E are false because complex jargon can hinder understanding and communication is not purely one-way; therefore A, B, D and F only is the correct combination.

Option A:
Option A includes A, B and D but omits F, and thus misses the dynamic aspect of altering communication in response to learner feedback. Since F is also correct, A, B and D only is incomplete.

Option B:
Option B combines A, B, D and F, bringing together verbal clarity, listening, attention to non-verbal cues and adaptive communication. It excludes C and E, which promote unnecessary complexity and one-way flow, so A, B, D and F only is the correct option.

Option C:
Option C includes E, which denies the importance of student-to-teacher communication, even though questioning and feedback are central. Because of this false statement, B, D, E and F only cannot be accepted.

Option D:
Option D incorporates C, which encourages complex jargon as a requirement, disregarding learners’ comprehension. This makes A, C, D and F only an invalid combination, even though some statements are true.

Statements A, B and D are correct, while C and E are incorrect. A is true because group discussion brings diverse viewpoints into the learning process. B is true since agreed rules prevent domination and ensure everyone’s voice is heard. D is true as discussion settings require learners to listen actively and articulate their ideas. C is false because teacher domination undermines genuine discussion, and E is false because structured discussion can deepen understanding beyond solitary reading; thus A, B and D only is the correct combination.

Option A:
Option A includes A and B, which correctly highlight multiple perspectives and the need for rules, but it omits D and therefore ignores the skill-building role of group discussion. As listening and speaking skills are central outcomes, A and B only is incomplete.

Option B:
Option B brings together A, B and D, encompassing perspectives, norms and skill development, while rejecting C and E, which over-centralise the teacher and devalue discussion. Since it holds all and only the true statements, this option is correct.

Option C:
Option C groups B, D and E, but E wrongly claims that discussion is always a waste of time, contradicting its recognised pedagogic value. Including E makes B, D and E only an invalid answer.

Option D:
Option D assembles A, C and D, but C is incorrect since teacher domination contradicts the participatory nature of discussion. Therefore, A, C and D only cannot be accepted.

Communication competence refers to the ability to choose appropriate messages and behaviours in specific contexts to achieve goals effectively. It includes clarity,adaptation to audience and good listening. The teacher in the stem uses simple language,examples and responsive listening,showing strong competence in communication.

Option A:
Authority refers to formal power or position,which alone does not guarantee effective communication.

Option B:
Communication competence combines knowledge,skills and sensitivity to learners,making option B the best descriptor of the teacher’s behaviour.

Option C:
Punishment power is related to control and discipline,not to clear explanation or listening.

Option D:
Organisational status is about rank in the institution and does not ensure that communication will be effective.

Listening in communication is an active process that involves attention,interpretation and response. The stem mentions hearing carefully,asking doubts and responding,which are all behaviours of effective listening. This goes beyond passive hearing and shows engagement with the message. Hence the correct completion is listening.

Option A:
This option focuses on the receptive side of communication,where students process what is said and respond thoughtfully. When they ask doubts,it indicates they are listening actively rather than just hearing sounds. Therefore,this option accurately reflects the skill described.

Option B:
Speaking is a productive skill and would emphasise expressing one's own ideas verbally. Although students do speak when asking doubts,the stem highlights their primary role as receivers first,so speaking is not the main focus.

Option C:
Reading refers to interpreting written symbols,which is not the central activity in a spoken classroom situation.

Option D:
Writing focuses on producing written messages,such as making notes or essays,which is different from the active listening described in the question.

Listening is more than just hearing sounds; it involves attention,interpretation and mental organisation. The behaviours in the stem show that the student is actively processing the lecture. Such engaged reception is what communication theorists call effective listening.

Option A:
Hearing is a physiological process that may occur even when attention is low. It does not guarantee understanding.

Option B:
Therefore listening is the correct term for the skill described because it includes active processing and organisation of the message.

Option C:
Encoding is a sender's activity of creating messages,not a student's role when following a lecture.

Option D:
Redundancy refers to repetition of parts of a message,not to the receiver's skill.

Hearing is simply the physiological process of sound reception,whereas listening involves active attention and mental processing. The student in the stem not only hears but also takes notes and organises ideas,which are actions of effective listening. Therefore listening is the appropriate completion.

Option A:
Hearing may occur even when attention is low,but the behaviours described show high engagement,so hearing alone is insufficient.

Option B:
Listening is a crucial part of communication competence because it ensures accurate understanding of messages,making option C correct.

Option C:
Speaking is productive communication and is not the main activity here.

Option D:
Encoding describes message formulation by a sender,rather than reception by a student.