JOURNAL OF SCIECNCE TECHNOLOGY AND EDUCATION 7(3), SEPTEMBER, 2019 ISSN: 2277-0011; Journal homepage: www.atbuftejoste.com *Corresponding author: Aishatu Abdullahi Ibrahim. liberianspirit@gmail.com Department of Curriculum Studies & Educational Technology, Usmanu Danfodio University, Sokoto. © 2019 Fac of Techn. Education, ATBU Bauchi. All rights reserved 258 Appraising Second Language Acquisition Theory and English Language Teaching and Learning in Nigeria Aisha Abdullahi Ibrahim, Mukhtar Hamisu Department of curriculum Studies and Educational Technology Faculty of Education and Extension Services Usmanu Danfodiyo University, Sokoto ABSTRACT This paper appraised the concept of Second Language Acquisition (SLA) and the current reports on the teaching and learning of English language in Nigeria. It highlighted the Second Language Acquisition (SLA) theory formulated by Krashen in 1981. The theory famously known as input hypothesis was purposively chosen to analyze its possible application in English language teaching methodology, students learning, and English language teaching and learning resources development in Nigeria. The five principles of Krashen’s hypothesis: acquisition- learning, the natural order, the monitor, the input, and affective filter were outlined. The paper strongly argued that for effective English language performance, English language instruction must be informed and supported by Second Language Acquisition (SLA) theories in order to create and provide enabling environment that offer students comprehensive English language input and encourage them to provide meaningful language output. INTRODUCTION Teaching English language in Nigeria is very important due to the position that English language occupies in the country. Researchers in language education in the country have begun to take it seriously. It has become apparent to know that students of English language considered themselves successful when they can communicate effectively in it (Nazara, 2011). Communicative competence in English language serves as a pivot for academic and professional success for the students. Regardless of the reason, teachers of English language have to place greater emphasis on finding modern ways to incorporate Second Language Acquisition (SLA) theory in their English language classroom teaching practice. This paper argues that for effective English language performance, English language teaching methodologies, students’ learning, and English language teaching and learning resources must be informed and supported by Second Language Acquisition (SLA) theories in order to create and provide enabling environment that offer students comprehensive input and encourage them to provide meaningful performance. The paper appraises the concept of Secondary Language Acquisition (SLA) and applies Krashen (1981) SLA theory for effective English language classroom instruction. Second Language Acquisition (SLA) Second Language Acquisition (SLA) refers to the study of the processes through which people learn another or other languages in addition to their first language (Teadira, 2008). The term, SLA, is commonly used after Krashen’s (1981) distinction between ‘language acquisition’ and ‘language learning’. According to him, ‘language acquisition’ involves a subconscious learning process in which children are exposed to meaningful interaction and natural language communication in order to convey meaning and infer rules of the language. ‘Language learning’, on the other hand, is linked to systematic instruction and the mastery of grammatical accurate utterances through error correction. Thus language acquisition involves implicit learning process whereby the learning takes place without ones knowledge. And, language learning involves the systematic program of presenting the input to the learner to learn. Second language can be learnt in two different situations (Pritchard, 2003): the first is in the environment where second language is the language of the majority, and the second is in a classroom. In natural environment settings (where second language is the language of the majority), language leaner is exposed to the second language freely at every time under uncontrolled communications. In the natural environment settings, language user uses the language freely to expresses himself. In classroom situation, second language is not used in everyday life and the amount of time used for language learning is very limited. However, the classroom setting deals ARTICLE INFO Article History Received: March, 2019 Received in revised form: July, 2019 Accepted: August, 2019 Published online: September, 2019 KEYWORDS Instructional resources, Secondary Schools, Language Learning