The Study of Interactive Metadiscourse Markers in TEFL Textbooks Written by Native vs. Non-Native Authors

This study aims at exploring the interactive Metadiscourse markers applied in TEFL textbooks written by native and non-native authors. It is done based on Hyland's (2005) categorization. To this end, four TEFL textbooks on testing and material development, written by English and Iranian authors, were selected. The corpus was analyzed using Wordsmith software. Finally, interactive markers applied in the textbooks were compared. The analysis indicated that there are similarities and differences in using the markers between the two groups. The most noticeable similarity is that transitions are the most frequently used markers. There are also other variations in the application of interactive markers, which may be attributed to variations in rhetorical strategies, cultural conventions, and idiosyncratic writing styles of the authors.