The purpose of this study is to understand a concept and function of feedback more broadly and to analyze types of feedback reflecting specificity of the Korean language lesson. The study conducted content analysis on classroom discourse in Korean language classes and categorized teachers’ feedback utterance types, and analyzed the characteristics. Feedback in Korean language classes was categorized into ‘to understand intent’, ‘to help solve problems’, ‘to expand and improve communication and thinking ability’, and ‘to evaluate and reinforce’. Each subtype is then classified into 16 categories according to a context and core function of individual feedback utterances. Feedback is not just about assessing learner performance. Feedback is to encourage lively interaction between teachers and learners so that learners can actively involve in learning. Feedback also helps learners solve a problem by themselves and construct meaning. Especially, in the Korean language class, feedback should provide opportunities to activate communication through meaning negotiation and improve communication and thinking ability.