Classroom Discourse: Cohesion in Student-Teacher Interaction as perceived by Fourth Year English Teachers from Secondary Schools in the Division of Lucena

The study aims at 1) describing the democratic profile of the student-respondents and teacher-respondents 2) describe the flow of classroom discourse 3) describe the usage of cohesive in an oral discourse like that of in a classroom discussion. The respondents of the study are fourth year English teachers and fourth year students from selected secondary schools in the division of Lucena. As a result, the students’ and teachers’ view of the flow of their class discussion reflected a positive picture of the discourse situation as supported by the dominance of very satisfactory ratings for the components constituting for the Initiation-Response-feedback pattern. Additionally, in the use of cohesive devices by the teachers and the students, majority of the results revealed that as to rate of recurrence they sometimes use cohesive devices. The present study anchors on the study of Wu(2010) which concluded that the higher the quality of discourse is the more cohesive ties are employed. From this, we can infer that the positive view of the students and teachers regarding their interaction during the classroom discussion is a result of a successful exchanges in oral discourse by which is aided by the linguistic features a speaker uses, specifically as emphasized in the study; cohesive ties. Nunan(2009) pointed out that everyone must be aware of this cohesive ties because our language skills require knowledge of these in order for us to encode and decode meaning.