本文梳理二语习得、语用学和语用测评等领域对语用能力的研究，讨论语用能力、互动能力和互动语用能力的理论问题，指出二语语用能力研究正在经历从交际能力范式到互动能力范式的演变。基于“社会建构论”和“互动能力理论”，笔者提出 “二语互动语用能力”框架：在理论层面，二语互动语用能力包括交际目标和语境意义的协商能力、礼貌和身份的共建能力、跨文化能力和元语用能力等次能力；在操作层面，这些次能力表现为言语互动和副言语互动两个方面，前者指话题掌控、话轮操控、语列组织、话语调整、补救策略等，后者包括韵律知识、非言语交际知识及附和方式。本框架是对陈新仁（2009，2014）语用能力模式的拓展，对二语语用教学与测评具有指导意义。

 This paper provides a comprehensive review of studies on L2 pragmatic competence in the fields of Second Language Acquisition (SLA), pragmatics and L2 pragmatic assessment with the goal of clarifying the nature of pragmatic competence, interactional competence and pragmatic interactional competence and finds that considerations on second language pragmatic competence (L2PC) have been evolved from communicative paradigm to interactional paradigm. Informed by the social constructionism and interactional competence theory, the paper proposed a tentative framework of L2 pragmatic interactional competence (L2). We argue that the construct of L2PIC consists of the following components, negotiating communicative goal and contextual meanings, co-building politeness and identity, cross-cultural awareness, and meta-pragmatic awareness. Those components can be realized at the linguistic and the paralinguistic levels. The former concerns managing topics, turns and sequential organization, discourse moderation, and repairing; the latter pertains to prosody, non-verbal communication, and backchannels. This framework is established on the basis of Chen (2009, 2014). We hope that it will shed light on teaching, learning, and assessment of L2 pragmatic competence.