12 Synthetic Method

Dr.Murlidhar Gode

epgp books

 

Content Outline

  • Introduction
  • Objectives
  • Methods of Literacy Teaching
  • Synthetic Method
  • Alphabet Method
  • Traditional Method
  • Improved Traditional Method
  • Alphabetic Method
  • Alphabetic-Picture-Association Method
  • The Awasthi Method
  • Sound Technique
  • Advantages of Synthetic Method
  • Criticism about Synthetic Method
  • Specimen of alphabet Method Lesson
  • Conclusion
  • Summary

 

Introduction

 

The concept of literacy initially meant the acquisition of 3 Rs. i.e. reading, writing and arithmetic. The popular objective of learning literacy was considered to be able to make one’s own signature, for years together. Being able to read headlines of a newspaper was considered to be a bonus.

 

Generally, the methods of teaching, reading and writing can be classified in three main groups viz. the Synthetic Method, Analytic Method and combination of certain elements of both namely, Analytic-Synthetic Method. Quite a number of methods have been discovered and developed by several persons involved in the field. Naturally several methods have been used in India for teaching, reading and writing. The first and foremost of these is of course the traditional or alphabetical method. In this module, we are going to review various aspects of this method together with some of the methods that are supplementary to this method.

 

Learning Objectives

 

1.    Explains the nature and importance of Synthetic Method

 

2.    Review advantages and disadvantages of the Synthetic Method.

 

3.    Clarifies the myths and truth with regard to the Synthetic Method.

 

4.      Analyses the strength of the Synthetic Method

 

5.    Compares various primers prepared by different agencies

 

Methods of Literacy Teaching

 

the methods of literacy teaching fall in three main groups viz. Synthetic Method, Analytic Method and a combination of certain elements of both namely analytic-synthetic method or an Eclectic Method.

 

Synthetic Method

 

The term synthetic refers to the mental process of combining the detailed elements of language (the sounds of the consonants and of vowels).

 

The Synthetic Method is the main method used in schools and in a number of adult literacy classes. A majority of literacy primers are also based on this method. At different stages some innovations have been introduced.

 

In this method, alphabets are taught individually and then these are combined in to words which then form sentences. It is because of this combination process that this method is called Synthetic Method.

 

As stated above, the Synthetic Method in India is also known with different names as Letter/alphabet-Method, Alphabetic Method, Phonic Method and Traditional Method. Let us look into these different names and understand different shades in their meaning and approach.

 

a.    Alphabet Method

 

In this method, the alphabet is introduced as the basic unit and then used in the meaningful words. Different sequences of alphabets and vowels are decided according to the teaching and learning convenience.

 

The alphabet method is being used in formal education for years in India. That is the reason why it has been largely accepted by the people as a right method for learning. They have a faith in this method as thousands of children have passed through this for their education.

 

Since an individual alphabet has no meaning of its own, it was often introduced in association of a word starting with that alphabet e.g. क of कमळ ; ख of खटारा; etc. This made it easy to understand and remember the alphabet.

 

b.    Traditional Method

 

This method is based on grouping of the alphabets according to the similarity of their shapes and also associating them with illustrations or pictures. The picture of an object or a person is shown to the learners and they are asked to tell the name or title of the same. Then their attention is drawn to the sounds in the words that they have pronounced. The alphabets, representing these sounds are shown to them separately or in combination of other alphabets forming the word. Such pictures and words are printed or written distinctly to be visible to a group of learners. They are called flash cards, which are quite handy and in a sequence for their convenient use.

 

With a view to simplifying the method, some persons have tried to bring some innovations in the same. For example, they select the most common alphabets or those which can be easily written or those which can be grouped together on the basis of similarity of their shapes and begin by teaching such alphabet/s by shear drill, e.g. ग, म, भ, and न as one group. Then the adults are taught to make words through combining of the alphabets already learnt (alphabets ग, म, भ, and न in this case), sometimes even making meaningless words by such combinations.

 

Some innovations have been done in traditional method, which is known as

 

‘Improved Traditional Method’

 

This method was used in Delhi for some years. It was based on grouping of the alphabets according to the similarity of their shapes and also associating them with pictures and words. The picture of an object is shown to the learners and they are asked to pronounce the name of the object. Then their attention was drawn towards the sounds in the word they have pronounced and then the alphabets representing those sounds are shown to them separately at first and then combined to make the word, which is printed below the picture of the object.

 

c.  Alphabetic Method

 

In this method, alphabets having similar structure are grouped on each page of the primer for enabling the adults to learn to write the alphabets with ease. These alphabets are drilled by them through connected or unconnected words, phrases and sentences. Pictures are there on each page to help the learners to recognize the alphabets and words. Then in the similar method the vowels, signs and conjunct consonants are introduced to the learners through words, sentences, even small paragraphs. The words, sentences and topics used for the purpose are quite simple and relevant to the adults’ life.

 

This method was prominently used by the Mysore State Adult Education Council for Kannada Language.

 

The primer was intended to be completed in 12 hours. On finishing the primer, the learner was expected to recognize 30 characters of the alphabet.

 

The primer was followed by Reader II which introduced the vowel signs and conjunct consonants. Drill was provided through words, sentences and running matter. This content was intended to be finished in 63 hours, at the end of which the learner was expected to know all the alphabets and read anything written in simple language.

 

This is followed by Reader III. This contained stories, narratives and dialogues on interesting topics and was intended to be completed in 75 hours. On completion of this, the adult learner is supposed to be in a position to read newspaper and understand what is read, to be well versed in arithmetical calculations used in his day to day transactions, to be able to write a letter or an application and possess general knowledge of history, geography and the socio-economic and political situation of his country.

 

Thus, the adult learner was expected to complete the entire process within 150 hours.

 

There are two versions of alphabetic method:

 

i. Alphabetic-Picture-Association Method

 

This is commonly known as ‘Laubauch’ Method named after its author, the well known Dr. Frank C. Laubauch. The basic theory behind this method is that the learners are able to recall to memory the shape of a alphabet if it resembles the shape of an object whose name begins with the same alphabet. For instance, the picture of a tap resembles the alphabet and so if the learners can recall to memory the picture of ‘Nal’ (–), they could easily remember the shape of the alphabet ‘Na’ (न).

 

Whether the approach really helps the learner is a debatable point and there is considerable difference of opinion about this theory. One of the serious disadvantages of this method is that such natural resemblances of alphabets and objects cannot be found for all alphabets. However, one of the very attractive features of this method is that suitably graded Readers I to VI are available for immediate follow up of the Laubauch Primer and Charts.

 

ii.    The Awasthi Method

 

This method devised by late Shri B.D. Awasthi of Lucknow. This was based on the modern principles of educational psychology. This method was an improved version of synthetic method. The only variation is that this method was based on the modern principles of educational psychology in place of the traditional system of Synthetic Method.

 

In this method unlike Synthetic Method, all the alphabets and strokes were not memorized by drill from the beginning, but three alphabets were placed for recognition, alongside the learners were also made to write, so that the brain and hands work in co-ordination.

 

By doing so, it becomes easier for the participants to memorise. Words are constructed by joining the few learnt alphabets and from the words, sentences are made, which are meaningful and encouraging for participants.

 

No primer as such, in the form of a book was prescribed by the author. Instead he had prepared a Guide Book and Charts. There were 20 charts. The alphabets, their different strokes and the words and sentences made out of them were serially numbered and they were to be taught in the definite order designed by the author. It is claimed that by this method, an adult learns all the Hindi alphabets, the vowel signs and a few conjunct in 20 days. He is also able to read 363 words and 200 sentences formed with them. This claim was based on the experience as the method had been widely used in Community Development Blocks in Uttar Pradesh in fifties. Writing of alphabets was first taught and then reading.

 

After learning the alphabets the author used 6 graded follow up books of 24 pages each for further learning and fixing the literacy knowledge by the adult learners. These books were mainly in story form.

 

d.    Sound Technique

 

This is in fact the Synthetic Method in which, the participants are familiarized with the sound of alphabets instead of their names. When the participants pronounce several alphabets together, then meaningful words are formed by joining of alphabets e.g. क, ल, म . When pronounced together make the word कलम. The participants thus start learning to form words.

 

Advantages of Synthetic Method

  1. Most of the teachers in the literacy classes are educated through the alphabet method of teaching. Hence, they find it convenient to teach through this method.
  2. The learners too regard the recognition of alphabets as the basis of language learning, as they have been seeing children in the school and around learning through the same method.
  3. As a result the perception of both teachers and learners about this method is that, it is easy to teach and learn through the same.

 

Criticism about Synthetic Method

  1. The teaching through alphabet Method is meaningless as an individual alphabet does not have its own meaning as such.
  2. As the alphabets in themselves are meaningless, the learning exercise is boring as well as time consuming.
  3. Though the learners learn reading through this method, they tend to read mechanically without understanding.
  4. Since there is no scope for discussion, there is hardly a scope for creation of awareness.

 

Specimen of alphabet Method Lesson

 

The specimen is taken from the Primer ‘Meri Kitab’ produced by SRC Jamia, New Delhi. The Primer- I introduces all the alphabets, in their traditional order, in 20 lessons. It also introduces numeral up to 100.

 

Since the alphabet teaching primers, constructed with imagination, don’t just teach the alphabets introduce certain novelties. This primer also does the same. While teaching the alphabets, it tries to impart certain useful information, generally known as awareness. For example:

 

There is a lesson-wise “Teacher’s Guide”. It instructs the teacher to read first the portion of the guide concerning the lesson he is going to teach and then impart the given information. For example – when he teaches the learners अ, with the help of the illustration of the object अनार, he asks a question, ‘what type of physician do you see when you get sick?’ The answer is generally ‘doctor’, but some may also say hakimjee or vaidjee. Then the teacher says “there are several systems of treatment in our country. One of them is ‘Vaidic System’ of medicine. According to this system अनार has several medicinal uses. For example, its leaves and flowers are useful in the treatment of eye diseases, its seeds and bark are used to treat tonsillitis and blister on the gums.

 

Example 2

 

Letter/alphabet छ– Illustration of object छत

· Picture – a man making a thatched roof
· Information – It is now possible to make fire proof thatched huts
· Discussion – Learners may ask – How ?  Price ?  Is it a fact ?

 

Then the drill of the letter/alphabet is followed. All the letter/alphabets (no vowels) were introduced in this manner in their traditional order. Each lesson had only two or three letter/alphabets to be mastered.

 

Example 3

 

LESSON 4

 

PICTURE ON P5, MERI KITAB P1

 

This picture is seldom understood.   Therefore, before introducing ई, the teacher asks the learners to name their friends. A Christian name sometimes pops up, but generally not. Then he asks the question, “Have you heard such names as Mary, Paul, Joseph or have you seen a Church?” The answer is generally ‘yes’. Then he goes on to explain that there are followers of several religions in our country.    One of them are Christians, ईसा is their apostle. He was put on cross for teaching his followers that there is kingdom of God on earth, religion means taking care of the sick and the down trodden.

 

As soon as the lesson permits, words are built up consisting of letter/alphabets taught like आई, कई, ईख etc. But the Jamia system does not permit many word building exercises till all the letter/alphabets are introduced. The main emphasis is on recognition of letter/alphabets with the help of pictures.

 

Conclusion

 

To conclude, I would like to say that one of the most important and traditional method of teaching adult is Synthetic Method. It has been practiced since ages in formal education system. While using this method in literacy teaching, quite a few people have come up with innovative efforts. These efforts have given some new approaches to the method.

 

Summary

 

  • This module has focused on one of the important of teaching adults.
  • Initially, the Module has stated the three main literacy methods viz. Synthetic Method, Analytic Method and Analytic-Synthetic Method or Eclectic Method.
  • The module being devoted to Synthetic Method, the following paragraphs have described different characteristics of the Synthetic Method.
  • It is also pointed out that the Synthetic Method is also known as Letter/alphabet Method, Alphabetic Method, Phonic Method and Traditional Method.
  • The module has then described in detail some typical variations in these four types mentioned above.
  • In course of description the module has thrown light on innovative efforts by some persons who came up with some new approach to the Method.
  • Besides Synthetic Method, the module has described sound technique in brief.
  • In the concluding part the module has dealt with advantages of Synthetic Method as well as criticism thereon
  • Ultimately some examples from literacy primers based on Synthetic Method have been given for clarity of understanding.
you can view video on Synthetic Method

 

References

  • Mohanty, Jagannath.2002. adult and Non-formal Education. New Delhi: Deep & Deep Publications Pvt. Ltd
  • Motivational Aspects of the Adult Education Programme: Report of the Motivation Committee. 1985. New Delhi: Ministry of Education, Government of India
  • Shah, A.B. & Bhan, Susheela (ed).1980. Non-formal Education and the NAEP. Delhi: Oxford University Press
  • Singh, Madan. 1999. Companion to Adult Educators. New Delhi: National Literacy Mission
  • Rogers, Alan. 1987. Teaching Adults in Extension. U.K.: Education for Development
  • Thakur, Devendra (ed). 1988.Adult Education and Mass Literacy. New Delhi: Deep & Deep Publications
  • Yadav, Rajender Singh. 2002. Adult Education: Concept Theory & Practice.Ambala Cantt.: The Associated Publishers