This thesis examines the perception of the plague in the traditional era, the literary response method, the educational meaning of the present day, and the utilizing method of Chinese literature curriculum. Today, while plagues are recognized in terms of overcoming, in the traditional era, plagues are recognized in terms of fear. In the traditional era, plagues were regarded as unclear objects, and literary works were created in a way to cope with plagues. These writings were also created to intimidate and drive out yeoggwi(疫鬼), and were also created to persuade and soothe them away. However, these writings themselves show a high level of literary character. Like today's so-called literary therapy, it goes to the point of healing at the mental and psychological level through the act of literary creation. The literary character of Lee, jeong-gwi(李廷龜)'s funeral oration is a transformation of Han, yu(韓愈)'s Songgungmun(送窮文) and expanding his worries about the country through self-examination. Yu, mong-in(柳夢寅)'s funeral oration describes the tragedy of suffering human beings realistically, is bitter and concrete in criticizing the wrongdoings of yeoggwi(疫鬼). Through such criticism and intimidation, the reversal that was perceived as the object of fear changes into a weak entity, which acts as a mechanism to find and overcome psychological comfort in the pain of reality. The educational meaning and the plan to utilizing Chinese literature curriculum of the two works are as follows. The students can read the wisdom and thoughts of the ancestors who tried to overcome pain through introspection. In addition, students can comprehensively understand byeonmun(騈文), can explain the relationship between Chinese classics and Korean classics. The students can understand the traditional culture's funeral ritual to cope with plagues, and can read the format of the funeral oration, the subject and the content in multiple layers.

This study examined native-speaking English teachers’ pedagogical knowledge through the analysis of transcriptions of videotaped lessons and interviews with six novice English teachers teaching at middle schools. The goal was to discover what pedagogical knowledge these teachers have and how the knowledge was represented in the form of instructional actions. The dominant categories of the teachers’ instructional actions were repetition of input and instructions. Hence, there were a lot of repetitions of input which seem to come from behavioristic perspectives of language learning and teaching. Also, there were lots of teacher-initiated questions and directives to elicit responses from the students. The primary way of clearing the meaning of the text was translation. The findings indicated that the native-speaking teachers’ pedagogical thought are mostly pertinent to general educational knowledge not about language learning and teaching. In addition, the novice teachers’ pedagogical knowledge deduced from pedagogical thoughts leaned towards heavily to ‘Handling language items’ while experienced teachers in Gatbonton’s (2000) study displayed no dominant category. Implications for teacher training were discussed.