Abstarct: When it comes to error correction, language teachers in Iran focus on linguistic errors and ignore socio-pragmatic failures. More specifically, error correction aims at enabling learners to produce correct and appropriate utterances. This thesis aims at exploring practitioners' perspectives and points of view on socio-pragmatic failures. It distills the core of sociolinguistic elements of learning a language and propounds the view that socio-pragmatic failure is closely related to the knowledge and capability of using the language in situational contexts. In other words, in cross-cultural communication, people tend to talk appropriately. Along these lines, this study aims to explore the extent to which language learners use language appropriately by uncovering and analyzing their socio-pragmatic failures. Then, thirteen experienced teachers were interviewed through open-ended interview to share their opinions and feelings toward the topic and then, data was deeply evaluated in line with the Grounded Theory. The rigorous coding procedure of the Grounded Theory method differentiated seven categories of techniques to correct socio-pragmatic failures. The study would be fruitful for instructional curriculum to help students to bridge the gap of cultural differences.