This paper presents the results of a multidimensional analysis to investigate stylistic patterns and their communicative functions in language teaching research articles. The findings were that language teaching research articles contained six stylistic patterns and communicative functions. Pattern I consisted of seven salient positive features (i.e. Present Perfect Aspects, Split Auxiliaries, Type Token Ratio, Possibility Modals, Total Adverbs, Infinitives, and That Relative Clauses on Subject Position) which co-occurred to perform a "Persuasion Focused" function. Pattern II consisted of eight salient positive features (i.e. Predicative Adjectives, Be as Main Verbs, Analytic Negations, Downtoners, Emphatics, Demonstrative Pronouns, Predictive Modals, and Adverbs) which co-occurred to perform an "Evaluative Stance Focused" function. Pattern III consisted of seven salient positive features (i.e. Suasive Verbs, The Pronoun It, That Verb Complements, Private Verbs, Wh Relative Clauses on Subject Positions, That Deletion, and Adverbial Subordinators) which occurred to perform a "Claim Focused" function. Pattern IV consisted of five salient positive features (i.e. Present Tense, Conjuncts, That Verb Complements, Attributive Adjectives, and Phrasal Coordinations) and three negative features (i.e. Past Participial WHIZ Deletion Relatives, Past Tense, and Agentless Passives) which co-occurred to perform "Established Knowledge versus Past Action Focused" functions. Pattern V consisted of six salient positive features (i.e. First Person Pronouns, Public Verbs, Third Person Pronouns, Causative Adverbial Subordinators, and That Deletion) which co-occurred to perform a "Ownership Focused" function. Pattern VI consisted of five salient positive features (i.e. Gerunds, Present Participial WHIZ Deletion Relatives, Average Word Length, Present Participial Clauses, and Demonstrative Adjectives) which co-occurred to perform a "Modified Information Focused" function. The implication for instruction and future research has been presented in the Discussion.