Résumé:
Questioning is a daily practice and one of the crucial aspects of language classes. However,
there are certain questioning strategies that are more advantageous than others in promoting
active classroom interaction and accomplishing effective teaching. Basing on this
consideration, this study aims at casting light on the questioning strategies employed by both
novice and experienced teachers in Laabani Ahmed and Kiamouch Farhat Secondary Schools,
in Taher, Wilaya of Jijel. To achieve this aim, two main research tools, namely a classroom
observation scheme and a questionnaire, were devised and implemented with both novice and
experienced teachers. The findings show that novice and experienced teachers make use of
questioning strategies differently, with experienced teachers more disposed to use opinion
questions than their counterparts, novice teachers. Besides, Novice teachers seem to employ
less questioning strategies than more experienced teachers. Finally, it can be said, then, that
the use of questioning strategies relates to a large extent to the teaching experience.
