摘要：AbstractThis study attempts to examine how some writers are more successful than others in writing scientific papers in English, in non-English speaking societies. To do so, interviews were conducted with 10 Iranian university teachers‘of TEFL: 5 junior, 2 middle-ranking and 3 senior researchers. The analysis is concerned not only with their difficulties, but also with their strategies to cope with them. Findings show that identification of their audience may distinguish senior researchers from others. Another important characteristic seems to be their learning strategies, and these strategies are divided into two categories. The first one focuses on reading academic papers in their field to learn typical writing patterns. This strategy was followed by all. The second involves giving direct attention to mastering English speakers’ language use, but these were employed by only 2 junior and 3 senior researchers. Half of these researchers seem to prefer simply to cope with their English. Efforts to adopt the second type, however, would appear to be successful in the long run.
