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education certainly affects the instructor’s style of presentation,
but that style should be based on the evaluation of the student’s
knowledge of the aviation subject being taught.
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.
3-5
Lack of common experience
Confusion between the
symbol and the symbo-
lized object
Overuse of
abstractions
Interference
CUMMUNICATION 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
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Aviation Instructor's Handbook航空教员手册(58)
