Semantic noise in classroom communication can be limited by avoiding the use of

Concept: Semantic noise is any interference in communication that arises from the meaning of words and symbols — when sender and receiver attach different meanings to the same message, or when the language used is unfamiliar, ambiguous or overloaded with specialised terms. It is a barrier rooted in language and interpretation, not in the physical channel.

Application: In a classroom, clichéd jargon — over-used technical or stock phrases whose meaning is unclear or merely assumed — forces learners to decode unfamiliar terminology, opening exactly this gap between intended meaning and received meaning. Avoiding such jargon removes that meaning-based source of interference, so semantic noise is limited.

Contrast — why the other choices do not fit:

• Dialogues: a two-way exchange that lets learners ask and clarify, which reduces misunderstanding rather than causing meaning-based interference.

• Non-verbal cues: gestures, facial expression and tone add meaning and clarify a message, aiding interpretation rather than distorting it.

• Multimedia: images, audio and video reinforce and clarify the spoken message and generally aid understanding.

• Removing any of these would harm communication, so none is what one should avoid to cut semantic noise.

Therefore, semantic noise is limited by avoiding clichéd jargon.