This study aims to demonstrate the following two hypotheses. First, in the field of Korean education, the primary cause of imbalance of communication between teachers and learners are grammatical form centered teaching environment and differences in role recognition between them. Second, the comparison of the number of turns taken used as a criterion of judgement of imbalance cannot be an unconditional indicator for it. Therefore this study has analyzed an actual classroom conversation to suggest a new method of utterance analysis after demonstrating the problems of comparison of turn taking. As a result the research was able to prove the above two hypotheses.