SNODER, P. Improving English Learners’ Productive Collocation Knowledge: The Effects of Involvement Load, Spacing, and Intentionality. TESL Canada Journal, [S. l.], v. 34, n. 3, p. 140–164, 2018. DOI: 10.18806/tesl.v34i3.1277. Disponível em: https://teslcanadajournal.ca/index.php/tesl/article/view/1277. Acesso em: 8 dec. 2021.