UGC NET Questions (Paper – 1)

Statements A, C and D are correct, whereas B is incorrect. A is true because most models of listening describe it as a sequence of receiving, constructing meaning and responding. C is true since what a listener already knows shapes how they interpret new information. D is true as nodding, eye contact and other non-verbal cues show attention and form part of active listening. B is false because hearing is a physiological process of sound reception, whereas listening is a psychological process involving attention and interpretation.

Option A:
Option A includes A and C only and omits D, failing to mention that non-verbal responses are integral to the listening process in interactive communication. Although A and C are correct, the option underplays the response component. Therefore A and C only is incomplete and cannot be accepted.

Option B:
Option B combines A, C and D and excludes B, which wrongly equates hearing and listening. It captures listening as a multi-stage, meaning-making and responsive activity. Because it lists all and only the correct statements, A, C and D only is the right answer.

Option C:
Option C groups C and D only and leaves out A, ignoring the core definition that listening involves receiving messages, not only interpreting and responding. While C and D are true aspects of listening, excluding A means the option does not present a full picture of the process. Hence C and D only is not valid.

Option D:
Option D treats all four statements as correct, including B, which confuses hearing with listening. This misrepresentation of basic concepts makes the combination logically inconsistent. Consequently A, B, C and D cannot be chosen.

Statements A and C together reflect the multilingual reality and pedagogic rationale for language choices in higher education. Statement A is true because many programmes are offered in English and in regional or bilingual formats. Statement C is also true since use of languages that students understand well generally enhances comprehension and engagement. Statement B is false because NEP 2020 encourages use of Indian languages rather than mandating English-only instruction. Statement D is false as institutions are encouraged, not prohibited, from developing materials in Indian languages. Therefore, A and C only are correct.

Option A:
Option A is incomplete because it mentions the variety of media of instruction but does not explicitly state the pedagogic benefits that are captured in statement C.

Option B:
Option B is incorrect because it chooses only C and leaves out A, thereby failing to acknowledge the actual multilingual and bilingual practices recognised in policy and implementation.

Option C:
Option C is correct as it combines A’s description of existing language practices with C’s explanation of why learner-friendly language use matters, while excluding B and D, which misrepresent NEP 2020 and institutional freedom.

Option D:
Option D is incorrect because it adds D, which wrongly claims prohibition of Indian language material, and thus contradicts both policy and practice around language in higher education.

Information overload happens when the amount or speed of information exceeds the receiver’s capacity to process it. In the stem,the teacher gives many points too quickly,leaving students unable to understand or retain them. This is clearly information overload.

Option A:
Physical overload would refer to strain on physical systems,not mental processing.

Option B:
Information overload often reduces comprehension and leads to fatigue,making option A appropriate.

Option C:
Mechanical overload concerns devices or infrastructure being overused,not the students’ cognitive limits.

Option D:
Cultural overload would involve exposure to unfamiliar cultural cues,rather than too many ideas.