THE LANGUAGE OF PROFESSIONAL MEDICAL TEXTS: IMPLICATIONS FOR EDUCATIONAL SYSTEMS AND LEARNING RESOURCES
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Abstract
This article explores the language of professional medical texts and its implications for educational systems and learning resources in the context of English for Specific Purposes (ESP) instruction. Through corpus-based linguistic analysis and the evaluation of widely used medical English textbooks, the study examines key features of medical discourse—such as high terminological density, syntactic complexity, modality, and the strategic use of hedging. Special attention is given to how these features are reflected (or insufficiently addressed) in current teaching materials and classroom practices. The findings underscore the importance of aligning educational resources with the authentic linguistic demands of medical communication and advocate for a discourse-informed, genre-based approach to medical English education. Recommendations include curriculum reform, the development of linguistically representative textbooks, and enhanced teacher preparation.
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