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This empirical study revolves around the negative syntactic transfer in Chinesestudents' English writing in order to seek for the answers to the following three questions:(1) What kind of syntactic errors do Chinese students commit in their Englishcompositions? (2) Are there any similarities or differences of syntactic transfer betweenChinese students in different English proficiency levels? (3) What exactly are the reasonsaccounting for Chinese students' syntactic transfer? What implications can EFL teachersinfer from it? Three instruments are adopted.
“The author invites 90 students to participate in the English composition test, of which45 students are chosen from those who have got higher mark in the previous final exam inClass A, the other 45 from those who got lower mark in Class B. The former 45studentsare labeled as advanced proficiency group, and the latter intermediate proficiency group.Through deep analysis of the compositions, ten types of syntactic errors are identified andtheir respective frequency is noted. Among all the errors, run-on sentences hold the firstplace, followed by subject-predicate non-agreement, omission or wrong expression of thesubject, muki-predicate，and wrong expression of the passive voice. The author makesindependent T-test to find out whether there is any difference of negative syntactic transferbetween students from advanced group and intermediate group by comparing thefrequency of each error. It turns out that students from advanced group is less frequency tocommit the errors and pays more attention to use long and idiomatic sentences. In order toinvestigate the reasons fcv the errors, the author hands out questionnaires to the students totrack their cognitive process when they are making English compositions，supplemented byan individual interview to dig out their leaning habits and the EFL teachers' teaching style.After analysis of the result of the questionnaire and individual interview.

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