The present study evaluated the characteristics of the achievement goal provided by the speech section of the Korean ‘Listening-Speaking’ (a common course) and ‘Speech and Composition’ (a selective course) in the 2015 Revised Curriculum of the Korean Language Education. The present study discussed the prerequisite for the implementation of the curricula. Speech communication education in the 2015 Revised Curriculum of the Korean Language Education has the three characteristics distinct from the previous ones. First, it puts an emphasis on, as well as all the other parts of the Korean education, the capability of interpersonal relationships in the community and provides the contents for education throughout all grades. Second, the curriculum put the feedbacks from the teachers’ and the learners’ developmental stage into consideration and readjusted the achievement goals for each grade in such fields as ‘interviewing’, ‘considerate speech’, and ‘negotiation’. Third, it fortified the hierarchal systems and liaisons between the achievement goals for speech communication ― particularly, in the discourse type education, listening education, listening-speaking process, strategy education and so on. In order to put into practice the speech communication education goals of the Curriculum, performance-based teaching-learning is important when developing a textbook or carrying out the teaching-learning. And, when developing a new textbook, we need supplementary tools to ensure a deepened and repeated learning. Besides, detailed performance criteria are warranted for each level of achievement for discourse pattern learning.