Based on Hyland’s model of metadiscourse, this paper conducts a quantitative and qualitative analysis of the relationship between author positioning construction and metadiscourse markers in the prefaces of 130 book series of The Contemporary Library of Foreign Linguistics and Applied Linguistics with the UAM Corpus Tool 6.2 software, exploring how the authors utilize meta-discourse resources to properly interact with readers in such academic discourses. The research reveals that the authors have used both guidance markers and interaction markers, and that the latter are more frequent. Furthermore, transitional markers and framing markers account for a larger proportion among the guidance resources, while evidential markers are least used. As for interaction resources, self-mention markers and hedges account for the largest proportion, while engagement markers are the least. The results are closely related to the genre characteristics of the prefaces. The appropriate use of meta-discourse in the prefaces of the series can guide the readers’s attention, enhance credibility of the discourse, adjust the relationship between the author and reader, thus improving the academic value and effect of reading.