Abstract
To create instructional materials using the Hindi-based associative approach, the authors utilized a survey instrument devised by the researchers to scrutinize and assess primary and secondary educational institutions in Northern India (comprising 10 schools encompassing a total of 173 students). Following two initial surveys, a subsequent online inquiry was carried out (encompassing a cohort of 83 respondents derived from 3 schools). This manuscript elucidates the methodology employed in discerning apt vocabulary for the introduction of Hiragana materials grounded in the learners' mother language.
