本文基于陈新仁(2009)语用能力框架，对比中国英语学习者与美国本族语者自然会话语料，探究语用非流利与二语语用能力的关联机制。研究发现：学习者普遍依赖无词汇意义语音填充，本族语者则善用功能更丰富的语用标记语。语用非流利与语用能力呈非线性关联：过度使用反映认知负荷，策略运用则体现互动能力。学习者人际互动已趋近本族语者，但信息调控与复杂语境适应能力仍不足。教学需结合程式训练与真实任务，助推学习者实现从注重语言形式到顺应交际语境的能力提升。

Based on Chen Xiren’s (2009) framework of pragmatic competence, this study compares natural conversational data between Chinese EFL learners and American native speakers to investigate the relationship between pragmatic disfluency and L2 pragmatic competence. The findings reveal that learners tend to rely more on non-lexical fillers, while native speakers employ a wider range of pragmatic markers with richer functions. A nonlinear relationship exists between pragmatic disfluency and pragmatic competence: overuse may reflect cognitive load in retrieving pragmatic knowledge, whereas strategic use demonstrates emerging interactional management skills. While learners’ performance in interpersonal interaction approaches that of native speakers, their ability in information regulation and adaptation to complex contexts remains underdeveloped. Pedagogy should combine formulaic training with authentic interactive tasks to facilitate a transition from form-focused to context-adaptive competence.