UGC NET Questions (Paper – 1)

Statements A, B and C are correct, while D is the only wrong statement. A is correct because circulars and notices are formal documents conveying official information. B is correct since gossip among students is a typical example of informal communication. C is correct as informal networks can sometimes spread important information quickly, though not always accurately. D is wrong because formal communication can also suffer from distortion due to multiple levels of transmission or misinterpretation.

Option A:
Option A is incorrect because it lists A and D as wrong statements. A is actually correct in describing circulars and notices as formal communication. Although D is wrong, pairing it with a correct statement makes this combination invalid.

Option B:
Option B is incorrect because it treats B and D as wrong. B is a correct example of informal communication in the form of gossip or corridor talk. Including B in the wrong set therefore misclassifies a true statement, so this option cannot be chosen.

Option C:
Option C is incorrect because it groups C and D as wrong statements. C correctly notes that informal communication can sometimes disseminate important information quickly. Even though D is wrong, adding C to the wrong set makes this combination incorrect.

Option D:
Option D is correct because it singles out D only as the wrong statement. D’s assertion that formal communication is always accurate and never distorts messages ignores the possibility of errors, delays and misinterpretation. By excluding A, B and C, which are all true, this option correctly captures the pattern of wrongness in the list.

Statements A, C, D, E and F are correct, whereas B is incorrect. Being mentally preoccupied, harbouring prejudices and experiencing environmental noise all hinder effective listening. Multitasking during online lectures also undermines attention, and explicit training in listening strategies can help students cope better. Note-taking is useful, but it does not always prevent misunderstanding, so statement B overstates its effectiveness. Therefore the correct set of statements is A, C, D, E and F.

Option A:
Option A is incomplete because it leaves out F, failing to recognise the value of teaching listening strategies. While A, C, D and E correctly describe barriers, the possibility of reducing them through training is also important. Hence A, C, D and E only does not fully capture the true statements.

Option B:
Option B is correct since it groups A, C, D, E and F, capturing both the obstacles and one major remedy. It properly rejects B, which treats note-taking as a guarantee against misunderstanding. Thus this option includes all and only the correct statements in the item.

Option C:
Option C is incorrect because it includes B as though it were correct and omits F. In reality, note-taking alone does not ensure comprehension, and listening training is valuable. Adding B and dropping F makes A, B, C, D and E only an inaccurate combination.

Option D:
Option D is wrong because it omits A and includes only C, D, E and F, thereby ignoring the role of personal preoccupations. Since distraction by personal problems is a well-known barrier, the absence of A means C, D, E and F only cannot be accepted as correct.

Statements A, B, D and E are correct, whereas C and F are incorrect. Open questions encourage analysis and synthesis, and giving wait-time helps more students participate thoughtfully. Redirecting questions to peers supports collaborative dialogue, and a balanced mix of question types serves learners at different levels. However, relying only on recall questions does not develop deep understanding, and rhetorical questions do not necessarily increase participation because they often do not expect an answer. Therefore A, B, D and E form the correct set of statements.

Option A:
Option A is incomplete because it omits E, disregarding the importance of mixing lower- and higher-order questions. Although A, B and D are right about thinking, wait-time and peer interaction, lacking E means the strategy set is not fully described. Thus A, B and D only cannot be accepted.

Option B:
Option B is correct as it includes the four statements that align with good questioning practice and excludes the two that oversimplify or misrepresent. It acknowledges higher-order thinking, participation, peer interaction and differentiation through varied questions. This combination matches the intended set of correct statements.

Option C:
Option C is wrong since it treats C as correct, claiming that recall-only questioning promotes deep understanding, which contradicts Bloom’s taxonomy. It also inflates the set by including E along with C, making the option internally inconsistent. Hence A, B, C, D and E only cannot be chosen.

Option D:
Option D is incorrect because it omits A and adds F. Without A, the option loses the link between open questions and higher-order thinking, and F wrongly suggests that rhetorical questions automatically raise participation. Consequently B, D, E and F only is not a valid answer.

Communication competence is the capacity to use communication behaviours effectively and appropriately across various contexts and audiences. Selecting suitable vocabulary,adjusting tone and choosing the right channel for a particular audience are classic indicators of this competence. The stem lists exactly these adaptive skills,so communication competence is the correct completion.

Option A:
Competent communicators are sensitive to cultural norms,relationship dynamics and situational demands. They monitor feedback and modify their messages to achieve goals without violating social expectations. This description fits the abilities mentioned.

Option B:
Authority refers to formal position or legitimacy and does not guarantee that the person can adapt communication skillfully. Many people with authority may still communicate poorly.

Option C:
Power denotes the ability to influence others or control resources,but it can be exercised with or without communicative finesse.

Option D:
Role refers to a set of expected behaviours attached to a position,not to the actual skill with which one performs communication tasks.

Oral communication uses spoken words and vocal cues to convey meaning. A live classroom session in which a teacher explains concepts by talking is a typical example. The stem clearly mentions speaking,which is central to oral communication.

Option A:
Written communication uses printed or typed words and is not the primary mode in a spoken classroom explanation.

Option B:
Oral communication allows immediate clarification through questions and feedback,making this option most suitable.

Option C:
Non verbal communication includes gestures and expressions but does not describe the verbal explanation itself.

Option D:
Visual communication refers to images and charts,which may support but do not replace the spoken lecture.

In two way communication,both parties act as sender and receiver at different moments. Questions,answers and clarifications illustrate this mutual exchange. The classroom pattern described involves students responding and teacher reacting,which fits a two way process. Therefore two way correctly completes the statement.

Option A:
A linear or one sided view treats communication as flowing only from sender to receiver without meaningful feedback,which is not what happens in an interactive classroom.

Option B:
One sided communication would mean only the teacher speaks and students remain passive; this contradicts the idea of exchange of ideas.

Option C:
Two way communication helps remove misunderstandings and encourages participation,making it the most appropriate description in the stem.

Option D:
Impersonal communication is distant and lacks interpersonal involvement,whereas the example clearly involves active classroom interaction.

Statements A, B and D are correct, while C and E are incorrect. A is true because oral explanations permit students to ask questions immediately. B is true as written formats create documented records that can be revisited. D is true since rules and notices are commonly communicated in written form. C is false because complex policies may require careful written articulation, and E is false because written communication is an integral part of educational communication. Consequently, A, B and D only is the correct combination.

Option A:
Option A lists A and B, both true, but omits D, which also accurately describes the use of written communication for official purposes. Without D, A and B only does not cover all correct statements in the set.

Option B:
Option B includes A, B and D, giving a full and accurate picture of how oral and written communication complement each other in teaching. It rightly rejects C and E, which present extreme positions. Therefore, A, B and D only is the correct answer.

Option C:
Option C groups B and D, which are correct, but excludes A, failing to mention the important advantage of immediate clarification through oral communication. As such, B and D only provides an incomplete response.

Option D:
Option D combines A, D and E, but E incorrectly claims that written communication has no role in education. Including E leads to a mix of true and false statements, so A, D and E only cannot be accepted.

One way communication is characterised by messages flowing from sender to receiver without meaningful feedback. In the stem,the teacher talks continuously while students remain silent listeners,so only the teacher is actively sending messages. This pattern fits the definition of one way communication.

Option A:
Two way communication would require students to ask questions or respond,which the stem explicitly rules out.

Option B:
One way communication often leads to limited checking of understanding,making this category appropriate for a long uninterrupted lecture.

Option C:
Interactive communication emphasises mutual exchange,which is absent in this scenario.

Option D:
Mass communication refers to mediated messages reaching large public audiences,rather than a classroom lecture.

Horizontal communication occurs between members of the same hierarchical level to coordinate activities and share information. Teachers in the same department generally occupy similar positions. When they discuss internal assessments,the information moves laterally,so it is horizontal communication.

Option A:
Upward communication would flow from teachers to the principal or higher authorities.

Option B:
Horizontal communication is lateral exchange among peers at the same level,so it suits teacher to teacher coordination.

Option C:
Diagonal communication would cut across both levels and units,such as a teacher contacting finance staff directly.

Option D:
External communication refers to messages between the institution and outside stakeholders,which is not the case here.

Statements A, C and D are correct, while B and E are incorrect. A is true as cultural background shapes meanings attached to words and behaviours. C is true because inclusive examples help learners relate content to their own contexts. D is true since recognising language diversity and adjusting communication is central to intercultural competence. B is false because assuming identical norms ignores diversity, and E is false because higher education also hosts culturally diverse populations. Therefore, A, C and D only is the correct combination.

Option A:
Option A lists A and C only, both accurate, but omits D, which rightly emphasises language diversity as part of intercultural competence. Without D, the answer does not capture all correct statements, so A and C only is incomplete.

Option B:
Option B brings together A, C and D, capturing interpretive differences, inclusive examples and language sensitivity, and excludes B and E, which minimise or ignore diversity. Since it contains all and only the true statements, A, C and D only is the correct option.

Option C:
Option C includes C and D but leaves out A, failing to state the core idea that messages are interpreted differently across cultures. As this is fundamental to intercultural communication, C and D only cannot be the best answer.

Option D:
Option D adds E to A, C and D, but E incorrectly claims that intercultural concerns are irrelevant in higher education. Including E creates a mixture of true and false statements, so A, C, D and E only is invalid.

Statements A, B, C and D are correct, whereas E is incorrect. A is true because downward communication typically carries directives and policy information. B is true since upward channels allow employees to send feedback and complaints. C is true as horizontal communication links units at the same level. D is true because diagonal communication cuts across both departmental and hierarchical boundaries. E is false because effective organisations rely on multi-directional communication, not just downward flow. Thus, A, B, C and D only is the correct combination.

Option A:
Option A lists A and B only and overlooks C and D, ignoring the roles of horizontal and diagonal communication in coordination across the organisation. As the question explicitly refers to different directions, A and B only is incomplete.

Option B:
Option B adds C to A and B, but still omits D, failing to mention diagonal flows that connect different levels and departments. Consequently, A, B and C only does not represent the full set of correct statements.

Option C:
Option C assembles A, B, C and D, correctly summarising downward, upward, horizontal and diagonal communication, and excludes E, which wrongly privileges only downward communication. Because it includes all and only true statements, this option is correct.

Option D:
Option D groups B, C and E, but E is incorrect as it denies the necessity of multi-directional communication for effectiveness. Including E in a “correct” set makes B, C and E only invalid.

The phatic function of communication is concerned with establishing or maintaining social relationships rather than exchanging new information. Greetings like "Hello" or "Good evening" primarily signal friendliness and acknowledge the other person's presence. The stem describes exactly this behaviour,so phatic is the appropriate term.

Option A:
Phatic communication helps keep channels open and reduce social distance,even when the content is simple or predictable. It plays an important role in building trust and comfort in interpersonal interactions,which justifies choosing this option.

Option B:
Persuasive communication aims to change attitudes or behaviour,which is not the main purpose of routine greetings.

Option C:
Instrumental communication focuses on achieving specific practical goals such as coordinating tasks or solving problems,not on mere social contact.

Option D:
Ritualistic communication refers to formal ceremonies and symbolic acts that reinforce collective values,which goes beyond everyday greetings between individuals.

Physical barriers arise from environmental conditions such as noise,poor acoustics or obstacles which interfere with message transmission. Construction work outside creates loud sounds that block students from hearing the teacher. This is clearly a physical barrier.

Option A:
Semantic barriers involve misunderstanding of word meanings,not external noise.

Option B:
Psychological barriers stem from emotions like fear or anxiety and are not caused by construction sounds.

Option C:
Therefore physical is the correct option because external noise blocks message transmission.

Option D:
Cultural barriers relate to differing norms and values rather than building noise.

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.

Statements A, C and D are correct, whereas B is incorrect. A is true because classroom communication emerges from the dynamic interplay of teacher, learners, subject matter and physical setting. C is true since students’ facial expressions, posture and eye contact provide continuous non-verbal feedback to the teacher. D is true as rules, norms and institutional culture shape what can be said, how it is said and who speaks. B is false because student talk, peer interaction and even silence or non-verbal responses are all part of classroom communication, not only teacher talk.

Option A:
Option A includes A and C only and omits D, overlooking the impact of institutional policies and culture on classroom interaction. While A and C are accurate, this option does not fully capture the systemic nature of classroom communication. Therefore A and C only is incomplete and cannot be accepted.

Option B:
Option B correctly groups A, C and D, recognising the interactive system among participants and the influence of feedback and institutional context. It excludes B, which narrowly restricts communication to teacher talk. Since it contains all and only the true statements, A, C and D only is the correct answer.

Option C:
Option C brings together C and D only and leaves out A, ignoring the explicit statement that classroom communication arises from interaction among teacher, students, content and environment. Because A is also correct, C and D only does not represent the full set of accurate statements. Hence this option is not valid.

Option D:
Option D treats all four statements as correct, including B, which wrongly excludes student contributions from communication. The presence of this false statement alongside correct ones makes the combination logically inconsistent. Consequently A, B, C and D cannot be chosen.