This study focused on attempting in detail about the patterns of pragmatic errors of learners occurring in the classroom. This study also examined the feedback that the teachers used to correct errors of the learners and the distribution of the learners’ uptake by following this. In order to get data for this study, the lessons of speaking for level 5 courses at a language academy were recorded, and the data was analyzed on the error movements of the learners whose errors were corrected by the teacher, and the feedback movements of the teachers, and the uptake move of the learners on the feedback. The result shows that the teachers provided a high percentage of feedback to the learners based on the politeness devices. The types of feedback that the teacher used frequently were explicit correction and metalinguistic feedback. In the highest percentage of the teacher’s feedback was found in explicit correction on address terms, syntactic downgraders and pragmatic routines, in metalinguistic feedback on politeness devices. In the distribution of the learners’ uptake following the feedback, teachers’ repetition, and correction by means of repeated feedback showed a high percentage of correction, and this was the type of error correction by means of recasts and explicit correction. (Kyunghee University)