The process of acquiring a second language (L2) takes place where the first language (L1) has already been established, so people more or less will experience L1 interference while learning the target language. Chinese learning English as a second language (ESL) have shown some linguistic issues related to their L1 interference, which has drawn many scholars' attention in this field. Previous research focused more on how L1 interfered with L2 in terms of language patterns. This study mainly investigated the interference at lexical, semantic, syntactic and pragmatic levels among Chinese learners of English to give a more comprehensive picture and view. L1 interference was examined based on four analytical tools Contrastive Analysis (CA), Interlanguage Analysis (IA), Contrastive Rhetoric (CR) and Error Analysis (EA). The data of speech acts, apology and compliment response, was collected through Discourse Completion Tasks. The findings showed that the output of L2 was influenced by L1 in terms of lexicons, semantics, syntax and pragmatics, which was evidenced by the high frequency of inappropriate direct translation from L1, grammar errors and punctuation mistakes committed in L2. In the end, this paper would give some potential suggestions, e.g. learning the target language in context, for achieving successful communication in the target language.