This article intends to notice the separation between current CLT-based curriculum and the Korean context in terms of three main aspects: traditional, sociocultural, and professional variables. This discord between theory and reality is well found in Korean students' reluctance, embarrassment, and confusion toward communicative framework. For them, learners who are expected to be knowledgeable in their parents' mind and society's plan, communicative English class could be a strange, puzzling time. Adults obsessed with their children's success in Korean society could easily respond about CLT, with “It's okay. Just leave us alone.” Teachers themselves, under this public demands, are left in the center of mismatch. This paper suggests that matching between given main framework, CLT and context variables will be the first step for realizing the intended version of methodology. It argues that these connecting operations would not only illuminate meaningful elements of a particular scene, but also clarify the essence of given methodology. Ultimately, it proposes that the emphasis of the same CLT would be quite different from culture to culture, and why we should pay special concern and attentive endeavor in order to realize 'learner centrality' among the key aspects of CLT.