The effect of second language acquisition theories on teaching English in Nigerian schools
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Background of the study
Second language acquisition (SLA) theories provide a framework for understanding how individuals learn languages beyond their mother tongue. In Nigerian schools, English is taught as a second language, and the application of SLA theories has the potential to significantly influence teaching methodologies and learning outcomes (Ibrahim, 2023). These theories, ranging from behaviorist approaches to constructivist models, inform educators about the cognitive processes involved in language learning. They also offer practical strategies for curriculum design, classroom management, and the integration of technology in language teaching. In Nigerian classrooms, the diversity of learners, coupled with varying levels of exposure to English, necessitates the adoption of tailored teaching methods based on SLA principles (Okon, 2024). This study investigates the extent to which SLA theories are integrated into the English language curriculum, their impact on student performance, and the challenges teachers face in implementing these approaches. It further explores the role of teacher training programs in enhancing the application of SLA strategies to improve overall language proficiency (Chukwu, 2025).
Statement of the problem
Despite the availability of SLA theories, their practical application in Nigerian English classrooms remains inconsistent. Many teachers struggle to adapt these theories to diverse classroom contexts, resulting in suboptimal language acquisition outcomes (Eze, 2024). Factors such as limited resources, inadequate teacher training, and overcrowded classrooms further complicate the effective implementation of SLA-based methodologies. This study aims to identify the gaps between theoretical models and classroom practices, examining how these discrepancies affect students’ proficiency in English. Addressing these issues is essential for developing effective teaching strategies that enhance second language acquisition in Nigerian schools.
Objectives of the study:
- To evaluate the integration of SLA theories in Nigerian English classrooms.
- To identify challenges faced by teachers in applying SLA models.
- To propose strategies for improving second language teaching methodologies.
Research questions:
- How are SLA theories currently applied in Nigerian schools?
- What challenges hinder the effective implementation of these theories?
- What strategies can enhance the application of SLA in teaching English?
Research hypotheses:
- The integration of SLA theories significantly improves English proficiency.
- Limited teacher training adversely affects the application of SLA models.
- Targeted interventions can enhance the effectiveness of second language teaching.
Significance of the study (100 words):
This study is significant as it examines the role of SLA theories in shaping English language teaching in Nigerian schools. The insights gained will help educators and policymakers refine teaching strategies, improve teacher training, and ultimately enhance student language proficiency (Adeniyi, 2023).
Scope and limitations of the study:
This study is limited to evaluating the effect of SLA theories on English teaching in Nigerian schools, focusing on classroom practices and teacher training.
Definitions of terms:
- Second Language Acquisition (SLA): The process by which individuals learn a language other than their native tongue.
- Teaching Methodologies: Strategies and techniques employed in language instruction.
- Language Proficiency: The ability to use English effectively in academic and social contexts.
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