The purpose of the present study was to investigate how young children regulate their communicative means for request in response to a listener's feedback. 56 children.(range, 0: 10-2: 6) and a tester were videotaped in three kinds of structured “frustration” settings. Major results were as follows.(1) Children older than 1: 6 could regulate their communicative means and try hard to clarify their requests against the ignoring listener.(2) From 1: 10, in addition to the above-stated regulation, children began to regulate their social relation with the listener. Furthermore, some two-year-old children began to be sensitive to the listener's point of view and soften their requests.(3) At 1: 2-1: 5, children could not regulate their communicative means by themselves but could regulate them in response to the listener's feedback. In this case, this feedback was considered to function as a kind of “scaffolding”.