Abstract:
Teacher Questioning is regarded the main activity of the secondary school English classes in our country context because teacher questions are predominant input that has become an extremely central aspect of teacher - pupil interaction. The purpose of this study was to investigate the types of teacher questions and questioning strategies employed in teaching language in secondary level English. To this end, for English teachers of Class Nine and Ten, of five secondary high schools were selected for investigation in the study, Classroom observation , questionnaire and checklist were used as instruments to gather the necessary data. The findings of the study suggest that the number of knowledge questions were 76, which were lower –order according to their levels. The study also indicates that questioning strategies that are thought to be effective for learning English in the secondary classroom in Bangladesh were not effectively used. There was vast spaces left to be utilized for improvement for secondary level English education. So, it is recommended that special attention should be given to the development and implementation of the types of questions and questioning strategies in English classrooms of secondary level classes in Bangladesh as one component our Secondary level English.
