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UK: Cambridge University Press. Lindsey, E. , & Colwell, M. J. (2013). Pretend and physical play: Links to preschoolers' affective social competence. Merrill-Palmer Quarterly, 59(3), 330-360. Retrieved December 15, 2013, from EBSCO Online Database Education Research Complete. ebscohost. direct=true&db=ehh&AN=89699623&sit e=ehost-live Stevick, E. (1999). Affect in learning and memory: From alchemy to chemistry. In J. ), Affect in language learning (pp. 43-57). UK: Cambridge University Press. Macaro, E.

Language learning: Attitudes, orientations, and motivations in language learning. (Vol. 53, Supplement 1). (pp. 97-136)The Best of Language Learning Series. J. (2002). Why are you learning a second language? Motivational orientations and Self-determination Theory. In A. ) & Z. Dörnyei (Vol. ), Language Learning: Attitudes, orientations, and motivations in language learning. (Vol. 53, Supplement 1). (pp. 33-63). The Best of Language Learning Series. , & Soenens, B. (2005). Experiences of autonomy and control among Chinese learners: Vitalizing or immobilizing?

LALAC proposes that writing well goes far beyond merely putting words down and that it is one component of learning and communication that should include fostering other components of language-speaking, reading and listening. ECAC has more of a technological bent. This program puts an emphasis on how technologies like the Internet and digital communication are not only changing the way that writers write, but that access to the Web is providing new outlets in which students can communicate, acquire and organize new data.

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