A Moved-based Analysis of Interactional Resources in Applied Linguistic Textbook Prefaces: Native (English) Vs. Non-native Writers

The applied linguistic textbooks are one of the main sources of transferring knowledge through the medium of English. The view of written text as embodying interaction between the writer and reader completely depends on these sources. ‘Move’ and ‘Metadiscourse’ are two attractive concepts and communication strategies which are playing a very important role in making writer- reader relationship and evaluating different dimensions of academic discourse especially in printed texts. The purpose of the present study was to find out the similarities and differences in move structures of 30 applied linguistic textbooks preface written by native writers and non-native writers and compare the quality and quantity of metadiscourse use in each move. Based on Kuhi’s model (2008), moves have been identified in prefaces and according to the model of Hyland (2005), interactional metadicourse markers were analyzed. Based on the analysis, the result reveals that there are differences in using move by native writers and non-native writers and it shows that non-native writers use moves more as they are more sure about what they are going to write and more aware of using these text's features. Finally, the findings of this study have brought some implications for teachers, students, and novice writers.

A Moved-based Analysis of Interactional Resources in Applied Linguistic Textbook Prefaces: Native (English) Vs. Non-native Writers Keywords:

EAP , Move structure , Interactional Metadiscourse Resources