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Second, the attitudes students exhibit may indicate resistance, willingness, or passive neutrality. To gain and hold student attention, attitudes should be molded into forms that promote reception of information. A varied communicative approach works best in reaching most students since they have different attitudes.
Third, student experience, background, and educational level determine the approach an instructor takes. What the student knows, along with student abilities and attitudes, guides the instructor in communicating. It is essential to understand the dynamics of communication, but the instructor also needs to be aware of several barriers to communication that can inhibit learning.Barriers to Effective Communication
The nature of language and the way it is used often lead to misunderstandings. These misunderstandings can be identified by four barriers to effective communication: lack of common experience, confusion between the symbol and the symbolized object, overuse of abstractions, and interference. [Figure 3-3]Lack of Common Experience
Lack of common experience between the communicator (instructor) and the receiver (student) is probably the greatest single barrier to effective communication. Communication can be effective only to the extent that the experiences (physical, mental, and emotional) of the people concerned are similar.
Many people seem to believe that words transport meanings from speaker to listener in the same way that a truck carries bricks from one location to another. Words, however, rarely carry precisely the same meaning from the mind of the instructor to the mind of the student. In fact, words, in themselves, do not transfer meanings at all. Whether spoken or written, words are merely stimuli used to arouse a response in the student.
The student’s past experience with the words and things to which they refer determines how the student responds to what the instructor says. A communicator’s words cannot communicate the desired meaning to another person unless the listener or reader has had some experience with the objects or concepts to which these words refer. Since it is the students’ experience that forms vocabulary, it is also essential that instructors speak the same language as the students. If the instructor’s terminology is necessary to convey the idea, some time needs to be spent making certain the students understand that terminology.
For example, a maintenance instructor tells a student to time the magnetos. A student new to the maintenance field might think a stopwatch or clock would be necessary to do the requested task. Instruction would be necessary for the student to understand that the procedure has nothing to do with the usual concept of time.
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Lack of common experienc
eConfusion between the symbol and the symbo-lized objectOveruse of abstractionsInterferenceCUMMUNICATION BARRIERS
Figure 3-3. Misunderstandings stem primarily from four barriers to effective communication.
The English language abounds in words that mean different things to different people. To a farmer, the word “tractor” means the machine that pulls the implements to cultivate the soil; to a trucker, it is the vehicle used to pull a semi trailer; in aviation, a tractor propeller is the opposite of a pusher propeller. Each technical field has its own vocabulary. Technical words might mean something entirely different to a person outside that field, or perhaps mean nothing at all. In order for communication to be effective, the students’ understanding of the meaning of the words needs to be the same as the instructor’s understanding.
Confusion Between the Symbol and the Symbolized Object
Confusion between the symbol and the symbolized object results when a word is confused with what it is meant to represent. Although it is obvious that words and the connotations they carry can be different, people sometimes fail to make the distinction. An aviation maintenance technician (AMT) might be introduced as a mechanic. To many people, the term mechanic conjures up images of a person laboring over an automobile. Being referred to as an aircraft mechanic might be an improvement in some people’s minds, but neither really portrays the training and skill of the AMT. Words and symbols do not always represent the same thing to every person. To communicate effectively, speakers and writers should be aware of these differences. Words and symbols can then be chosen to represent what the speaker or writer intends.Overuse of Abstractions

　
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