This paper reviews the literature on the role of corrective feedback and instruction in L2 pragmatics. Pragmatics "focuses on how people perform, interpret, and respond to language functions in a social context" (Taguchi, 2011, p.289), and therefore its development is key to the development of language competence. Pragmatics entails both linguistic knowledge to perform language functions (pragmalinguistics) and knowledge about the appropriateness of linguistic forms in a given social context (sociopragmatics) (Thomas, 1983). The acquisition of this skill has been shown to be one of the most difficult and latest acquired aspects of L2 learning (Bardovi-Harlig & Vellenga, 2012), and in this context, corrective feedback (information about the accuracy of learners' output), has been considered to be essential to the mastery of this knowledge. This paper reviews studies investigating the effects of corrective feedback on learning L2 pragmatics and their implications for L2 teaching. The review will include studies on corrective feedback and those that have used corrective feedback as a component of classroom instruction.