This paper briefly reviews the history of second language acquisition at home and abroad, and has pointed out that interlanguage and transfer theories play important roles in the whole process. As an English teacher for non-English major postgraduate students in a Chinese university, the author often finds that Chinese students tend to produce English in a mode of Chinese thinking, and their interlanguage is full of typical Chinese sentence patterns. Therefore in order to detect the strong and weak points in language learning of the students, the author investigated their language output by analyzing the source of the errors in CEIL (Chinese English Interlanguage) among college students and categorized into six kinds including Subject-Predicate (S-P) Predicate Sentences, Existential Constructions and Front-weight Principle in Chinese and overgeneralization. In this research, a questionnaire was designed aiming at the effects of negative transfer in terms of syntax. The purpose is just to find out the percentage of each kind of grammatical feature's occurrence in learners' CEIL. After explicit charts showing this and a syntactical and psychological analysis, the paper then concludes with a discussion of the results and some implications for L2 teaching and IL studies.