It has been long ever since English language teaching specialists launched researches aimed at improving results in the language learning as well as trying to understand possible causes of failure in the learning of English as a foreign language in schools.
Educators are aware that most of the teaching methods carried out before late 70ís, and being preserved in some countries nowadays are teacher-centred, whose main actor in the classroom is the teacher. In other words, the focus is more on teaching than on learning. According to Nunan (1991:10), this is a traditional teaching approach, which looks at the learner as a real child put in class in order to be imparted knowledge.
Considering that one of the most important aspects of methodology has been the shift of emphasis from the teacher to the learner. So, it has been worth considering that if learners take charge of their own learning and if all other conditions that contribute to successful language learning (such as the appropriate learning styles and teaching method, syllabus, etc) are satisfied, the learnerís achievements in the classroom will improve.
Could we descuss on the possibilities of applying the learner-centredness in non-English speaking countries of Africa and Asia? Which methods could really assure a reliable applicability of this approach considering the lack of materials or good libraries in most countries of Africa, specially in those where English is not an official language?