| Views | |
|---|---|
| EuroSLA Studies | 2359 |
| October 2025 | November 2025 | December 2025 | January 2026 | February 2026 | March 2026 | April 2026 | |
|---|---|---|---|---|---|---|---|
| EuroSLA Studies | 53 | 24 | 22 | 108 | 32 | 34 | 26 |
| Views | |
|---|---|
| Learning context effects | 907 |
| Third language acquisition: Age, proficiency and multilingualism | 859 |
| Individual differences in early instructed language learning | 807 |
| How special are early birds? | 776 |
| Language, creoles, varieties | 604 |
| Utterance structure in initial L2 acquisition | 602 |
| Interpreting language-learning data | 495 |
| Prosody and interactional fluency of Italian learners of German | 305 |
| February 2026 | March 2026 | April 2026 | |
|---|---|---|---|
| Third language acquisition: Age, proficiency and multilingualism | 28 | 49 | 30 |
| Language, creoles, varieties | 41 | 43 | 22 |
| How special are early birds? | 31 | 36 | 34 |
| Individual differences in early instructed language learning | 30 | 27 | 27 |
| Prosody and interactional fluency of Italian learners of German | 31 | 31 | 17 |
| Learning context effects | 23 | 28 | 20 |
| Utterance structure in initial L2 acquisition | 22 | 23 | 15 |
| Interpreting language-learning data | 21 | 22 | 16 |