Effect of two methods of English teaching in inductive method (picture-word and object perception) on learning of English words among educable mentally retarded male students in guidance school at Tehran

This semi-experiment study is reviews effect of two methods of English teaching in inductive method (picture-word and object perception) on learning of English words among educable mentally retarded male students in guidance school at Tehran. By use of multi stages sampling method 36 mentally retarded male students were selected and randomly were divided in 3 groups of 12 students. Students were received subjects during 15 sessions of teaching English words in two grade guidance school level in two mentioned methods (inductive picture-word and inductive object perception). For considering effect of educational program this study has used pictures of book as pre-test and post-test. Results of analyzing was used by applying Croskal Valis and Manutiniue test and Vilkakson test in two parts of learning and stability and results have shown that in the learning section, numbers of words of educable mentally retarded students group by inductive object perception method before education, compare to other two groups, was higher and groups were not matched. Also results have shown that there did significant difference between words span among two educated groups by inductive object perception method inductive picture-word and object perception with ordinary education and inductive object perception group were higher in both cases but this difference was trivial in learning of words span in inductive picture-word and inductive object perception groups. Finally we can conclude that inductive method of object perception can affect on learning and stability of span of English words among educable mentally retarded students.