The purpose of this study is to examine what concepts should be included to define “quotation” meaningfully in grammatical and educational terms. To this end, we critically examined whether existing concept definitions provide educationally meaningful information to learners. As a result, it can be said that “quotation” can be applied to other people’s as well as the speaker’s own “words and thoughts,” and also that the need to expand the range of quoted verbs as well as direct quotations could be seen from the speaker’s “interpretation use.” From this point of view, when “quotation” is re-conceptualized, the activity of analyzing many heterogeneous voices in quotation expressions will become the core educational content of citation.