This paper examines language teaching and learning theories in a bid to consider evolving and appropriate approaches and methods for efficient teaching and learning English as a second language in Nigeria. While traditional approaches do provide a solid foundation for effective language teaching, they do not always address students' situational and current needs. Hence, the study reveals that strategies and methods are evolving especially, in this hi-tech age, to meet such additional needs. Since no one theory or method is the best, the study recommends a principled eclectic approach for the effective and functional teaching and learning of English in Nigeria.  It also suggests processes that could enhance teaching and motivate learning in the ESL classroom.

This sociolinguistic study explores lexical innovations and variation in the lexemes of Nigerian English formed during the COVID-19Pandemic. The emergence and spread of the virus have significantly altered the societal norm to becoming what is called the new normal. The Nigerian linguistic landscape is not spared from the impact caused by the virus. Some new words peculiar to Covid-19 have been introduced into the day to day use of Nigerian English (NE) in some sectors of the society, such as education, social media, health, religion, and markets. There have also been lexical innovations as well as variations in the use of these vocabularies. Using the variationist model, this research investigates these COVID-19 vocabularies and how factors such as region, class, and situational contexts bring about linguistic variations in daily use. In doing this, it identifies and compiles the lexemes as being used and also describes their contextual usages in Nigerian English. This study adopts a descriptive survey design and collects data using questionnaires from two hundred Nigerian English speakers in SouthwestNigeria. The research shows that NE speakers use diverse morphological processes to create new lexemes based on the COVID-19 context. It also produces a COVID-19 vocabulary corpus that reveals Nigerian speakers' linguistic and innovative ability of the English

This study attempts to assess how much of africanism is ingrained in the Nigerian linguistic landscape, specifically, in the language of commercial signs of shops in two of her major cities. It is premised on the multimodality approach that assumes communication and representation go beyond language. It focuses on analyzing and describing the full repertoire of meaning-making resources that people use (visual, spoken, gestural, written, three-dimensional, and others, depending on the domain of representation) in different contexts, and on developing means that show how these are organized to make meaning. Therefore, the Nigerian linguistic landscape is examined in this study to identify elements of africanism contained in the language of commercial signs of shops to determine the languages that have the indication of becoming locally relevant among the existing languages in Nigerian major cities. The influence of English on the African culture in Nigeria is also examined through the symbols and pictures presented in the selected commercial signs. Two major Nigerian cities, Lagos and Port-Harcourt are purposefully selected mainly because of their heterogeneous linguistic nature. The study is qualitative and explorative and since it examines symbols in commercial signs to ascertain elements of africanism in them, semiotic resources are employed in its analysis.

Nigerian English (NigE) is a second language (L2) variety of English that has been domesticated, acculturated and indigenised within the Nigerian socio-cultural and linguistic contexts (Adegbija, 2004). Based on Schneider's (2007) Dynamic Model of the Development of New Englishes, scholars have shown that NigE is currently at the late stage of nativisation (stage 3) and is on the verge of entering the stage of endornormative stabilisation (stage 4) (see Gut, 2012; Collins, 2020). Nativisation, which typically begins with the declaration of independence, is a very active and important stage in which there are large-scale linguistic changes, especially during a time when English is usually the only official language (see Schneider, 2007). Although previous studies have investigated the historical development of English in Nigeria (see Taiwo, 2009), there are limited studies on the particular linguistic features that have changed over time, especially from the time Nigeria gained independence. It is very likely that the rapid increase in the number of universities and other educational institutions managed by Nigerians from independence, as opposed to previous management by Britons, would have affected the variety of English spoken in Nigeria and culminated in the development of NigE today.

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