| The complex noun phrase (NP) has been one of the frequently used language features in academic registers since a lot of information is conveyed through it (Biber, et al., 1999; Oakey, 2010). Some studies have been conducted to investigate NPs in academic prose. English academic prose written by authors with different linguistic backgrounds may result in different use of language features including NPs. Using the theoretical framework adapted from some previous studies (Biber, et al., 1999; Greenbaum, 1996; Quirk, et al. 1985), this study explores kinds of modification in NPs made by native writers and non-native writers (Indonesian writers) and the differences among them. The differences occur in the use of adverb as premodifiers and postmodifiers, adjective (phrase) as postmodifiers, relativizers, prepositions, appositives, and multiple modifiers whether premodifiers or postmodifiers. In multiple premodifiers and postmodifiers, differences occur as the highest number of modifiers in the NPs and class of words of the modifiers. Appositive plays an important role that influences nonnative writers’ ability to produce NPs with 8 multiple postmodifiers. The non-native writers could make longer and complex NPs because they modified the noun with a number of appositives. In this case, differences occur might be caused by L1 interference. L1 interference can be seen in the use of adjective (phrase), adverb phrase, and reflexive pronoun as postmodifier. The non-native writer produced restricted variation of modifiers. The implication for language teaching is to include the NPs that were never produced by non-native learners as a language material in the syllabus of academic writing course. By doing so, it is expected that the non-native learners will be able to use this kind of NPs. In addition, special attention can be given in developing sentences with complex syntax structure. |