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.