摘要：The Ministry of Education (MOE) of Bangladesh introduced Communicative Language Teaching (CLT) at the Primary and Secondary levels in 1990s in a hope to bring a qualitative change in the field of language teaching. But the outcome has not been up to the mark. There is a gap between theory of CLT and its implementation in our language teaching scheme. Some mismatches are reported in CLT implementation process in Bangladesh. This study aims at identifying the mismatches –factors- that hinder the implementation of CLT at the Secondary level of Bangladesh with a view to drawing the attention of the education administrators to bring necessary changes towards making language teaching more effective
