This study compares the affixation processes involved in English and Hausa language word formation systems, with the aim of identifying areas of differences and similarities for pedagogic implications. The study adopted two theories; “Construction morphology” and “Contrastive Analysis”. In “construction morphology” complex words of a language are analysed as constructions, that is systematic pairings of form and meaning. Words are believed to be built from morphemes either by rules or by constructional schemata and the meanings of complex words are culminations of the meanings of the components of words. While “Contrastive Analysis” deals with differences and similarities between the two languages and hypothesized that similarities between the two languages would facilitate learning (positive transfer’), but differences would due to ‘negative transfer’ (or ‘interference’). The study compares and discusses affixation processes; prefixes, infixes and suffixes in both languages using the descriptive analysis method. The analysis was based on standard dialect of both languages. From the data analysed, it was discovered that in both languages there are significant areas of differences and similarities; similarities aids learning while some of the differences interferes significantly in learning of English as a second language by the Hausa speakers of English language. This research work can be used as a source of information or rather reference material to curriculum planners/designers and reviewers as well as teachers. This is significant in second language teaching and learning as it implies that teachers of English as a second language could use these areas of contrasts and similarities as effective teaching devices to teach and correct interference errors among Hausa learners of English.