Kim, Jung-su The purpose of this study is to elicit implications for teaching conversation education for pre-service teachers.I analyzed teaching conversation in korean grammar lessons that were demonstrated by seniors in college of education. Threr are three point of view, to analyze teaching conversation, Flanders’s verbal interaction, Gagne’s instructional events, and Chevallard’s didactic transposition.Suggestions are as follows: At the very first, encourage and inspire them because they are good at gaining attention and presentation the material. Second, train them to accrete indirect statements ratio and to lead student initiated talk. Third, improve thier conversation skills to accomodate student’s comments, and then to connect them to following learning content or to make students compare with other student’s comments. And pre-service teachers should recognize the necessity for ‘leading students to a teaching plan’ at the ‘unpredictable situations’ in class. Moreover, they should note not to occur meta-cognitive shift when they develop teaching material. At the conclusion, after questioning, pre-service teachers couldn’t wait hesitating time of the student, so they led to the answer to giving a hint and they tend to interpret exaggeratedly student’s unconscious reactions as academic achievement.