许多国内学者都期望在在美英顶级学术刊物上发表论文，但一般遇到的最大难题很可能就是“语言”问题了。论文电邮到编辑部后，作者很可能会收到一条回复，要求作者“perfect”语言（并推荐有关商业论文润色公司），这就需要对论文进行耐心细致的修稿。所以，语言的熟练应用和地道表达是中国学术成果走向世界的一个关键因素。

那么，如何才能达到或接近语言的熟练应用和地道表达呢？在这方面，笔者愿与大家分享两点个人体会：

1、平时多看多写。常言道，“读书破万卷，下笔如有神”。尽可能多看英美学者撰写的相关论文，从中汲取有用的“词汇”、“句型”、“句子”等。

例如，These samples, upon arrival at the surface, were immediately wrapped in cling wrap(保鲜膜),triple bagged（三重包装） in thick plastic bags, sealed and refrigerated(between 4-10℃)to prevent any loss of water. 这里“三重包装”的译文为“triple bagged”，非常简练，也十分地道。

又如，In unconfined conditions, data related to the post-peak region of the intact rock parameters are not common as pre-peak and peak state parameters of stress–strain behavior. 这里的“post-peak…”及“pre-peak…”是非常地道的表达。

2、尽可能地突破汉语文化“思维模式”，以美英英语文化“思维”来表述所要传递的思想（信息）。

例1，Climate change poses risks to our national security, our economy, and our public health.

例2，Climate change poses a threat to our economy and to the world.

例1中的“poses risks to”及例2 中的“poses a threat to”都是英美文化“思维”的地道表达。

例3，Mobilization of residual strength can occur by operational induced strains and/or the presence of water. 毫无疑问，这里的“mobilization”肯定会强化人们对“residual strength”潜在危害的关注度。

例4，美国学者Alex Shaw, et al是这样介绍有关“Children’s Gestures”研究现状的：

Much of the existing previous work on children’s gestures focuses on providing insight into how designers can improve children’s touchscreen experiences when using gesture-based interfaces. A study by Hiniker et al.found that children respond better to gesture prompts that are designed specifically for younger users than to standard prompts. Research by Anthony et al.has shown the importance of providing visual feedback for children when making gestures, and a study by McKnight and Fitton demonstrated the benefits of compensating for errors that children tend to make when articulating gestures, such as unintended touches. Aziz et al.examined appropriate gesture sets for children ages 2 to 4 years old, and Nacher et al.offered a set of guidelines for designing multi-touch gestures for children based on a study of kids ages 2 to 3 years old. Hamza and Salivia showed that 4 and 5 year-olds’ ability to use gestures like zoom-in and drag-and-drop is affected by target size and position. We add to the existing literature by characterizing gestures elicited from children ages 5 to 10 based on a number of different geometric, kinematic, and relative accuracy features. (Alex Shaw, et al)