Speaker
Description
This study examines the realization of interpersonal meanings across IMRaD sections in social science research articles, with a specific focus on mood choices. Using Systemic Functional Linguistics, particularly the interpersonal metafunction, the study analyzes how declarative, interrogative, and imperative clauses are employed to establish writer-reader relationships, present knowledge, and support academic arguments. The analysis explores the distribution and functions of mood types in each section of research articles, showing how these choices vary according to the communicative purposes. The findings indicate that declarative mood dominates across all IMRaD sections, reflecting the informative, explanatory, and knowledge-building nature of research articles. Although interrogative and imperative clauses occur less frequently, they play meaningful roles in guiding readers, signaling research gaps, emphasizing procedures, and negotiating claims. The study suggests that a clearer understanding of mood patterns can help EFL students become more aware of how academic writers interact with readers and organize arguments in different sections of research articles. These insights can inform the teaching of EFL academic writing by helping students make more appropriate interpersonal choices in their own research writing.
Biography
Duong Thi Thao, MA, is a lecturer of English at Thai Nguyen University of Sciences, where she teaches English to both English-majored and non-English-majored students. She earned her Bachelor’s degree in English from the University of Languages and International Studies (ULIS), Vietnam National University, Hanoi, where she studied from 1998 to 2002. She later pursued a Master’s program in English language studies from 2008 to 2010, further developing her academic and professional expertise in the field.
As a lecturer and researcher, Ms. Thao has been actively involved in English language teaching and research. Her academic interests include English linguistics, academic writing, and issues related to English language education. She has produced several articles in these areas, contributing to the discussion of language use and pedagogy in English teaching contexts. Through her teaching and research, she is committed to supporting students’ language development and promoting effective English language learning at the tertiary level.
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