This study investigated the position of discourse in Korean education. First I have discussed the necessity of argument, pointing out the fact that the contents of discourse teaching is not sufficient. For the goal of discourse education to be apparent, I have distinguished discourse from grammar. Dividing it into two dimensions, I have presented it according to these dimensions. In the internal dimension, comprehension and expression of cohesive and coherent discourse have been set up as a teaching-learning activity. On the contrary, strategies of communication have been an established goal of the teaching-learning activity. The strictness and hierarchy of these contents in teaching setting should be residual issues for further debate.