LINGUODIDACTIC AND LINGUOCOGNITIVE PRINCIPLES OF MODAL UNIT USE IN DOCTOR–PATIENT COMMUNICATION
Keywords:
modal units, doctor–patient communication, linguodidactics, linguocognition, medical education, uncertainty, shared decision-making.Abstract
Effective communication is a cornerstone of quality healthcare, particularly when navigating the inherent uncertainties of diagnosis, prognosis, and treatment options. This article examines the use of modal units—linguistic elements such as might, should, must, and could—that express varying degrees of possibility, obligation, or probability in doctor–patient interactions. Drawing on linguodidactic and linguocognitive principles, the study explores how these units influence patient comprehension, emotional responses (e.g., anxiety and hope), and shared decision-making processes. The findings indicate that imprecise or inconsistent use of modal language can lead to misinterpretations and undermine patient trust, whereas skillful use enhances clarity, empathy, and a sense of partnership.
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