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".