(National Institute of Korean Language) This study aims to investigate the educational possibilities and methods of 'rhetoric' in Korean language education for foreigners. Specifically, it focuses on metaphor and metonymy, which are basic cognitive rhetorical devices, and examines how they can be effectively applied to Korean language education. First, this study reviews previous research on rhetoric education in the context of Korean language education, and discusses the importance of teaching metaphor and metonymy. Metaphor and metonymy are not only literary devices but also cognitive tools that we use in our daily lives. Therefore, teaching these devices can help learners understand the cognitive mechanisms of the Korean language and improve their communicative competence. Second, this study analyzes the metaphorical and metonymical expressions used in Korean language textbooks. Based on this analysis, it proposes teaching contents and methods for metaphor and metonymy suitable for learners' proficiency levels. It suggests that teaching should progress from concrete to abstract, and from basic to complex, by incorporating various contexts and examples. Finally, this study emphasizes that rhetoric education should not be an isolated part of Korean language education, but should be integrated into the teaching of various language skills, such as reading, listening, speaking, and writing. Through systematic rhetoric education, learners can not only understand the deeper meaning of Korean expressions but also express their thoughts and feelings more creatively and effectively.