UGC NET Questions (Paper – 1)

Semantic barriers occur when sender and receiver attach different meanings to the same word or concept. "Evaluation" in education includes formative,diagnostic and summative processes,but students interpret it narrowly as final exams. This mismatch in meaning is a clear semantic barrier.

Option A:
Semantic barriers often arise from jargon,abstract words or differing conceptual frameworks. Clarifying definitions can reduce this problem,which fits the example.

Option B:
Mechanical barriers arise from faulty equipment,not from misunderstanding terms.

Option C:
Physical barriers come from environmental obstacles,not language meanings.

Option D:
Psychological barriers involve emotions such as fear,which do not explain the conceptual confusion here.

Semantic barriers arise when different meanings are attached to the same word or phrase by sender and receiver. The term "research" is broader than laboratory experiments,but some students restrict its meaning. This mismatch in understanding is a semantic barrier. It is rooted in language and concepts.

Option A:
Physical barriers involve environmental obstacles such as noise or distance,not word meanings.

Option B:
Semantic barriers are caused by misunderstanding or limited meanings of words/concepts,which is exactly what happens with the term “research” here.

Option C:
Psychological barriers come from emotions like fear or low confidence,rather than vocabulary.

Option D:
Cultural barriers result from differing social norms and values,not from the specific misuse of an academic term in this example.

Semantic barriers arise when sender and receiver attach different meanings to the same word or symbol. The term "assessment" may include quizzes,projects and formative tests,but the student interprets it only as final exams. This mismatch in meaning is a clear semantic barrier.

Option A:
This option is correct because the problem lies in the concept the word refers to,rather than in emotions or environment. Clarifying definitions can remove such semantic barriers.

Option B:
Psychological barriers involve attitudes and emotions such as fear or prejudice,which are not central here.

Option C:
Mechanical barriers come from faulty equipment or physical interference.

Option D:
Cultural barriers stem from differing cultural norms and values,not from misunderstanding a term within the same language community.

Semantic barriers arise when sender and receiver attach different meanings to words or symbols. Technical jargon that students do not know prevents them from interpreting the teacher’s message correctly. The problem lies in meanings,not in equipment or attitude. Therefore,the barrier is semantic.

Option A:
Semantic barriers often appear when specialised vocabulary is used without explanation. In such cases,students may hear the words but fail to grasp the concepts. This matches the situation described in the stem,making option A correct.

Option B:
Mechanical barriers are caused by technical problems such as faulty microphones or noise,which the stem does not mention.

Option C:
Psychological barriers involve emotional states like fear or prejudice,rather than unfamiliar jargon.

Option D:
Organisational barriers stem from hierarchical structures and rules that distort messages as they travel through an institution,not from language understanding.

Semantic barriers occur when sender and receiver attach different meanings to words or cannot grasp the vocabulary used. Technical jargon unfamiliar to first year students produces this kind of barrier. Although the message is audible,its meaning is not clear. Therefore the barrier is semantic.

Option A:
Psychological barriers are related to attitudes or emotions and do not explain vocabulary problems.

Option B:
Cultural barriers arise from differing cultural norms,not from subject specific terminology.

Option C:
Thus semantic accurately captures the difficulty caused by unfamiliar jargon and unclear meanings.

Option D:
Physical barriers involve environmental obstacles like noise or distance,which are not central here.

Semantic barriers arise when the sender and receiver attach different meanings to words,symbols or technical terms. If students misunderstand the specialised vocabulary used by the teacher,the message is distorted at the level of meaning. This is precisely the situation described in the stem. Therefore,the barrier is semantic.

Option A:
Psychological barriers involve emotional states such as fear or anxiety that interfere with attention and interpretation,not misunderstanding of word meanings.

Option B:
Physical barriers refer to external factors like noise,poor acoustics or faulty equipment and are not about the meanings of terms.

Option C:
Organisational barriers concern structural issues in communication channels within institutions,rather than vocabulary or terminology issues in the classroom.

Option D:
Semantic barriers highlight the importance of explaining technical terms and checking students’ understanding of vocabulary,which is why option D is correct.

Option D – semantic barrier Semantic barriers occur when the meaning of messages is not correctly understood due to language-related problems. Unfamiliar technical jargon is a typical source of such difficulty because students may not know the specialized terms used. As a result, they cannot accurately interpret what the teacher intends to convey. Therefore, excessive jargon in classroom talk leads to a semantic barrier.

Option A:
Physical barrier refers to external conditions such as noise, distance or faulty equipment that interfere with hearing or seeing the message. In the scenario described, students can hear the teacher but do not understand the meaning of the terms, so physical factors are not the main problem.

Option B:
Cultural barrier involves differences in beliefs, values or customs between teacher and learners that can cause misinterpretation of messages, such as when examples do not fit students’ cultural context. Although culture shapes language, the specific issue in the stem is unfamiliar vocabulary, making cultural barrier an imprecise label.

Option C:
Psychological barrier arises from internal emotional states or attitudes such as anxiety, prejudice or lack of motivation. Students might be willing to understand but fail because the language is too technical; this is not primarily an attitudinal issue. Hence, psychological barrier does not best capture the difficulty described.

Option D:
Semantic barrier is directly linked to the meanings of words and symbols, which is why overuse of technical jargon without explanation hinders comprehension. Once the teacher clarifies or replaces the terms with simpler language, the barrier is reduced. This analysis confirms that semantic barrier is the appropriate term for the problem mentioned in the question.

Semantic barriers arise when sender and receiver attach different meanings to words or cannot grasp the vocabulary used. Technical jargon is familiar only to those already initiated into a field. When first year students fail to understand it,a semantic gap appears. Thus the barrier is semantic.

Option A:
Physical barriers relate to environmental conditions,not word choice.

Option B:
Semantic problems directly involve language and meaning,which perfectly fits this example,making option B correct.

Option C:
Psychological barriers are based on emotions or attitudes like fear,not vocabulary difficulty.

Option D:
Mechanical barriers involve faulty equipment such as microphones or projectors.

Semantic barriers are caused by differences in understanding of words and symbols. Regional slang may be familiar to some students but confusing to others,leading to misinterpretation of meaning. Thus the difficulty described in the stem is a semantic barrier.

Option A:
Physical barriers relate to obstacles or distance,not to vocabulary differences.

Option B:
Semantic problems occur even when the sound is clear,showing that the issue is in meanings rather than hearing,which fits this case,making option A correct.

Option C:
Mechanical barriers concern technical devices,not word choice.

Option D:
Cultural barriers involve broader value and norm differences; slang confusion is more directly a matter of semantics.

Semantic barriers arise when the same words or symbols carry different meanings for sender and receiver. In classrooms,this can happen due to differences in language background,technical vocabulary or cultural references. When meanings do not match,students misunderstand instructions or concepts. Thus,the misinterpretation described in the stem is a semantic barrier.

Option A:
Physical barriers include noise,poor seating,or faulty equipment that interfere with hearing or seeing messages. They do not primarily concern meaning differences in language.

Option B:
Psychological barriers stem from emotions such as fear,anxiety or prejudice,which block willingness to communicate. While important,they are not about differences in word meanings.

Option C:
Semantic barriers can be reduced when teachers use clear language,explain technical terms and check understanding. Because the stem emphasises attaching different meanings to words or symbols,semantic is the correct term.

Option D:
Organisational barriers involve hierarchical structures,complex procedures or unclear channels in institutions. They are different from meaning-based problems within classroom talk.