This study aims to analyze aspect of restatement feedback in instructional conversation, to investigate teacher`s recognition thereof, and to consider dynamically revealed aspect and function of feedback from the viewpoint of a teacher. To this end, it analyzed 10 study videos and extracted feedback aspect; through essay form survey of 6 teachers and in-depth interview of 2 people, restatement feedback was classified into reiteration, refinement, focusing, generalization, and elaboration. And, essay form survey of restatement feedback speaking was conducted on 21 teachers. As a result, it was found that teachers provided feedback considering not only to reacted students but also other students and that feedback conducted various functions complexly. Also, it was confirmed that teachers were concerned about time and contents of feedback between target-oriented class and students` interaction. Later, it is required for teachers to establish feedback structure as 1:1 structure between a teacher and a student instead of a multi-layered structure and then, to bear complex feedback function in mind.