The study focuses on the importance of dialogical literacy education defined as 'the capability for communication object to have dialogs with oneself or others through text' in the Korean language education and proposes the application of the metadiscourse as an option for effective education of the dialogical literacy. The metadiscourse becomes a clue for active interaction with the author by effectively understanding texts and reacting them by readers, as well as a source for authors. Therefore, aggressively using the metadiscourse makes it possible to nurture linguistic sensitivity between authors and readers, as well as contemplate how the object is reflected on the text and establishes relations with others. The study analyzes the dialogical literacy with elements including dialogical agents, attitudes and strategies and text management and configures the range of the metadiscourse applicable to each element. The dialogical agent may utilize self-mention and reader mention. The dialogical attitude may use hedges, boosters and attitude markers. The dialogical purpose may exploit topic and illocution markers. The dialogical strategies may apply directives, questions, reader understanding and personal asides. The text management may take advantage of logical connectives, sequencers, phoric markers, code glosses and evidentials in the metadiscourse.