Classroom discourses in Korean "English as a Foreign Language" (EFL) context have not been in the center of discussion, even though they are different from "English as a Second Language" (ESL) ones. Under this circumstance, however, no one can sure about the direct effect of various new teaching methods and materials that are ready to be implemented in Korean EFL classrooms on students' L2 learning. This book, therefore, examines how Korean secondary EFL classrooms are shaped differently according to students' level, teachers' gender, and teachers' career span by analyzing discourse functions of negotiated interactions in classroom discourse. In addition, it delves into the influence of negotiated interactions on reading activity in a systematic way. This book should help shed some light upon EFL classroom research, and should be especially useful to teacher educators and English teachers in EFL contexts like South Korea, or anyone else who may be interested in classroom-based research for enhancing students' L2 communicative competence.