through questioning strategy Seon, Ju-won Fostering of literary competence and enhancement of literary culture of a learner differ according to case of text, but are more affected to context of instruction performance in the spot of literature teaching. Especially, these have different aspect according to question context between teacher and student. Therefore, for performance of more meaning literature teaching, a teacher has necessity of consideration about especially question context between teacher and learners. This thesis examined about process of literature teaching through a teacher's strategy of questioning. For this, this thesis examined significance of questioning strategy being scaffolding in instruction context, and how this strategy would perform in real literature teaching spot. Literature teaching by questioning strategy will be alternative for literature teaching fostering critical thought and literary competence about literary text, as an objection about teacher-centered instruction way stressing literary knowledge, process of a learner’s comprehension and interpretation about literary text through how a teacher questions. Therefore, knowing what adequate and impor- tant question, and way utilizing this promote a learner’s literary compe- tence and critical thought, original thought effectively, is very important. For this, a literary teacher must have performance of question for comprehension, question for critical thought, question for original thought. Examining that, this thesis divides question of literary teacher in interpretive question, critical question, formative question, looks into that these questions have literary significance. 질문하기 전략을 통한 문학 교수·학습 과정 연구 289 【key words】literature competence, fostering of literature competence, literary culture, fostering of literary culture, context, con- text of question, questioning, questioning strategy, scaffold- ing, critical thought, interpretive question, critical question, formative question