Interpersonal Metafunction in the Linguistic Landscape of Healthcare: Implications for Nursing English Instruction

Abstract

This study examined linguistic landscape (LL) data in healthcare settings through the lens of interpersonal metafunctions in Systemic Functional Linguistics (SFL), focusing on Mood structure, Modality, Personal Pronouns, and Evaluative Language. The primary objective was to analyze how hospital signage and public health messages use language to influence behavior and interaction. Additionally, the study explores the pedagogical implications of LL data in teaching English for Specific Purposes (ESP) to nursing students. The research employed a qualitative descriptive method, analyzing selected LL texts from hospitals, such as instructional signs and public notices. Data collection involved documentation of LL texts from two healthcare settings; Ruteng Public Hospital and Saint Rafael Cancar Hospital. The data analysis followed the SFL framework, categorizing linguistic features based on their interpersonal functions and communicative intent. Findings indicated that hospital LL texts predominantly use declarative and imperative mood structures to deliver direct and authoritative messages. Although explicit modality markers are often absent, indirect expressions of obligation suggest expected compliance. The use of personal pronouns, particularly the implied second-person "you," fosters engagement, while evaluative language reinforces positive reinforcement strategies. These linguistic choices enhance clarity, promote adherence to healthcare regulations, and establish a respectful yet persuasive tone. The study concluded that LL texts serve as authentic materials for teaching nursing students effective professional communication. Integrating LL analysis into ESP instruction enhances students’ understanding of pragmatic language use in healthcare. It prepares them for real-world interactions with patients and medical professionals.