Chapter One Introduction
　　1.1 Background to the Research Problem
　　When I worked as an English teacher of a regional comprehensive university in East China during the early 2000s， my former colleagues of science departments often came with their problematic English submissions to international journals. Their complaints， similar to those identified discursive and non-discursive challenges non-Anglophone academics com-monly encounter， were no exceptional from underdeveloped facility of expression， a less rich vocabulary， longer time of writing in English， inappropriate claim-making， negative transfer of L1， more problems in writing sections of the Introductions and Discussions as well as on the whole qualitative articles， and being restricted to a simple style (see Flowerdew， 1999b; Swales & Feak， 2000).