The present study aimed to explore how pre-service teacher’s individual regulatory focus orientation, currently emerging as an interesting learner variable for language learning, could influence their Englishspeaking abilities. English teaching demonstration videos of 67 pre-service teachers were analyzed in terms of pronunciation, accuracy, and fluency. The regulatory focus orientations of participants were evaluated using a questionnaire. The results of data analysis, using multiple regression analysis, indicated that promotion-focus orientation was a significant positive predictor for pronunciation, fluency (words per minute, ratio of dysfluency), and accuracy (lexical errors, ratio of error-free AS-units). On the other hand, prevention-focus orientation did not emerge as a statistically significant factor affecting accuracy. However, it was observed to have a negative influence on both pronunciation and fluency. In light of the research findings that highlight the favorable impact of a promotion-focus orientation, suggestions were made for future teacher training programs aimed at enhancing the English proficiency of pre-service teachers.

I. 서론
II. 이론적 배경
    1. 규제 초점 이론(Regulatory Focus Theory)과 L2 자아
    2. 규제 초점 성향과 영어 학습의 연관성
III. 연구 방법
    1. 연구대상
    2. 연구 설계
IV. 연구 결과 및 논의
    1. 규제 초점 성향이 발음에 미치는 영향
    2. 규제 초점 성향이 유창성(Fluency)에 미치는 영향
    3. 규제 초점 성향이 정확성(Accuracy)에 미치는 영향
    4. 규제 초점 성향 그룹 간 비교 분석 (t-검정)
V. 결론 및 제언
참고문헌

• 김인옥(춘천교육대학교 영어교육과 교수) | In-Ok Kim
• 엄미진(춘천교육대학교 인문사회교육연구소 교수) | Mijin Eom Corresponding author