[휴실] 새벽벌도서관 2층 열람실(새벽별당 제외) 및 4층 쉼터 리모델링 안내 (공사기간: ~ 3. 31.)
[휴관] 천장 배관 교체 공사 기간 중앙도서관 '휴관' 실시 및 방문대출 서비스 안내 ( ~ 3. 2.)
[휴관] RFID 기반 도서관리시스템 전환 작업 기간 도서관 휴관·휴실 안내 (시범운영: 2. 2. ~ 3. 2.)
Submission of thesis (Feb 2026)
2026년 2월 학위논문(원문파일/인쇄본) 제출 안내_원문파일 제출 기한 연장 : ~2.20.(금)

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'학술논문' 에서 검색결과 25,748건 | 목록 1~20
Peacock, M.
Reference
Benezit Dictionary of Artists, 2011
Full Text (Oxford Grove Online) Find it@PNU
THE ROLE OF ENGLISH FOR SPECIFIC PURPOSES (ESP) IN THE TOURISM AND HOSPITALITY INDUSTRY: MEETING THE NEEDS OF INTERNATIONAL TOURISTS Student: Anvarov Abdulxafizbek Ulug'bek o'g'li Andijan Branch of Kokand University Scientific advisor: Gavkhar Kuchkarova Abdullayevna Annotation: This article explores the role of English for Specific Purposes (ESP) in the tourism and hospitality industry, focusing on how it helps meet the needs of international tourists. English, as the most widely spoken global language, plays a crucial role in enabling tourism and hospitality professionals to communicate effectively with international travelers. Unlike general English, ESP is tailored to specific fields and audiences, providing training that helps professionals effectively address tasks such as offering tourism services, fostering cross-cultural communication, and explaining safety measures. The article highlights how the use of English in the tourism and hospitality industry facilitates high-quality service delivery, enhances cross-cultural understanding, and meets the needs of international tourists. Keywords: English for Specific Purpose, Tourism and hospitality industry, International tourists, Communication, Cross-cultural interactions, Service delivery Introduction In the age of globalization and the growing number of international travelers, the tourism and hospitality industry has become a key player in the global economy. As the number of tourists increases, communication has become a critical factor in ensuring that their needs are met. One of the most effective tools in achieving this goal is the use of English, particularly through English for Specific Purposes (ESP). English, as the global lingua franca, plays a crucial role in bridging the gap between international tourists and hospitality professionals. What is English for Specific Purposes (ESP)? English for Specific Purposes (ESP) refers to the teaching and learning of English that is tailored to the specific needs of learners in various professional fields, such as tourism and hospitality. ESP differs from general English in that it focuses on specialized vocabulary, communication skills, and specific situations that professionals in a given field encounter. In the context of tourism and hospitality, ESP courses are designed to prepare employees to communicate effectively with international tourists, understand their needs, and provide quality service. This targeted approach to language learning ensures that professionals in the tourism industry can interact confidently and competently in various real-world situations. Project Overview: In 2016, the British Council, the Ministry of Higher and Secondary Specialized Education of the Republic of Uzbekistan, and the Republic Scientific and Practical Innovation Center launched the EnSPIRe-U program (Integrated Reforms in Uzbekistan for English for Specific Purposes - ESP). This program aimed to reform the curriculum, materials, and assessment practices in non-philological educational institutions in Uzbekistan, focusing on improving ESP teaching. 31 higher education institutions were invited to participate in the pilot project. The overall goal of the project was to develop an integrated approach to ESP at the national level and create a roadmap for successfully implementing these reforms. The EnSPIRe-U project aims to introduce a comprehensive approach to developing new ESP curricula, teaching programs, materials, assessment criteria, and instructional activities. As part of the project, key stakeholders—such as educational institutions (their staff and students), graduates, parents, independent evaluation and accreditation agencies, employers, clients, publishers, and the media—work together to achieve common goals. The ultimate result of the project is to improve English proficiency levels in Uzbekistan's non-philological educational institutions and strengthen the teaching and assessment of English. Additionally, the project seeks to form a national team of experts for curriculum development, material creation, teaching, and assessment. Project Achievements: 1. In 2016, based on data collected from 31 non-philological institutions, basic research was conducted on existing standards, assessment criteria, ELT practices, materials, lesson plans, and curricula. 2. The British Council's Aptis test was conducted among selected teachers at all participating institutions. 3. Based on the collected evidence, a comprehensive approach to ESP was developed for Uzbekistan. 4. In September 2017 and January 2018, training workshops were held to develop skill-based ESP curricula and flexible lesson plans for the project team. 5. Models of modern, adaptable materials were developed, which could be tailored and implemented for any ESP context. 6. Based on internationally recognized standards (CEFR), assessment tools and criteria were created, along with new curricula and lesson plans. 7. ESP materials were created and new teaching methods were introduced. 8. Training activities were organized to improve teachers' skills in delivering effective ESP lessons. 9. Development of assessment methods and tools that align with international standards for ESP learners. 10. Overall improvement of English teaching and learning standards in Uzbekistan's higher education institutions. The project covers five key areas: 1. Curriculum Development 2. Material Creation 3. Assessment 4. Trainer Preparation 5. Key Principles and Standards for Each Area Curriculum Development: The curriculum is a CEFR-based, general, flexible, but detailed document that covers the teaching of any specialized field. The government-approved curriculum must be delivered to each institution. Material Creation: Rather than a general textbook, the materials are templates for developing subject-specific content that can be used as a model by educational institutions. A group of trainers will conduct nationwide workshops for ESP teachers on developing these materials. The Importance of English in the Tourism and Hospitality Industry English is the most widely spoken language in the world and has become the primary mode of communication in the global tourism industry. For tourism professionals, having a strong command of English is essential for interacting with international guests. From hotel receptionists to tour guides and restaurant staff, English proficiency enables effective communication with tourists from different linguistic and cultural backgrounds. The use of English for Specific Purposes (ESP) in this industry ensures that professionals have the language skills needed to meet the specific demands of their roles. • Communication with International Tourists: As international tourists typically prefer to communicate in English, it is crucial for hospitality professionals to be able to assist them with booking services, providing information about local attractions, and answering any questions they may have. English proficiency helps tourism workers effectively address tourist needs and provide the highest level of service. • Cross-cultural Communication: The tourism industry brings together people from diverse cultural backgrounds. ESP helps bridge these cultural differences by providing professionals with the language skills necessary for understanding and addressing the needs of tourists from various countries. Through ESP, tourism workers can enhance cross-cultural understanding, reducing the risk of misunderstandings and improving the overall guest experience. • Safety and Service Explanations: Ensuring the safety and well-being of international tourists is a key responsibility for those in the hospitality industry. English is vital for explaining safety regulations, emergency procedures, and general service information. By providing clear communication in English, hospitality professionals can ensure that tourists are aware of important safety measures and know how to access various services during their stay. The Benefits of ESP in the Tourism and Hospitality Industry English for Specific Purposes (ESP) offers several advantages to the tourism and hospitality industry. By focusing on the specific language skills required for this sector, ESP helps professionals improve their ability to interact with tourists and meet their needs. 1. Effective Communication with Tourists: ESP training equips tourism professionals with the ability to communicate effectively with international tourists. By learning the appropriate vocabulary and expressions for their roles, they can deliver information about services, attractions, and local culture in a clear and helpful manner. 2. Improved Service Delivery: ESP courses enhance the service delivery skills of tourism workers by focusing on the language skills necessary for providing excellent customer service. These skills include handling inquiries, resolving complaints, and providing personalized recommendations to guests, all of which contribute to a positive guest experience. 3. Increased Career Opportunities: As the tourism industry becomes increasingly global, English proficiency has become an essential skill for hospitality professionals. Those who have received ESP training are more likely to be hired and promoted, as they are better equipped to meet the demands of international tourists and communicate effectively in a globalized workforce. 4. Better Cross-cultural Understanding: ESP helps hospitality professionals understand the cultural nuances of different tourist groups. By learning the language and cultural context of their guests, tourism workers can offer more personalized services and avoid cultural misunderstandings, leading to higher customer satisfaction. The Role of ESP Courses and Training To fully capitalize on the benefits of ESP, tourism and hospitality professionals must undergo specific language training that focuses on the unique demands of their industry. ESP courses provide tailored language instruction that is directly relevant to the work that professionals do in their roles. These courses focus on practical skills, such as making reservations, answering customer inquiries, giving directions, and handling complaints, all in English.Moreover, ESP training can be adapted to various aspects of the tourism industry, such as hotel management, restaurant service, and tour guiding. By targeting the language skills needed for specific roles, ESP courses ensure that employees are well-prepared to serve international tourists and contribute to a high standard of hospitality. Conclusion In the tourism and hospitality industry, English for Specific Purposes (ESP) plays a vital role in enabling professionals to communicate effectively with international tourists. By focusing on the specific language needs of the industry, ESP ensures that tourism workers can meet the demands of their roles and provide excellent service to guests from around the world. English proficiency helps to foster cross-cultural communication, enhance guest experiences, and improve the overall quality of service in the hospitality industry. As the global tourism market continues to grow, the importance of ESP training for tourism and hospitality professionals will only increase, providing them with the tools they need to succeed in a highly competitive industry. References: 1. Hutchinson, T., & Waters, A. (1987). 'English for Specific Purposes: A Learning-Centered Approach.' 2. Basturkmen, H. (2010). 'Developing Courses in English for Specific Purposes.' 3. Dudley-Evans, T., & St. John, M. (1998). 'Developments in English for Specific Purposes: A Multi-Disciplinary Approach.' 4. Flowerdew, J., & Peacock, M. (2001). 'Research Perspectives on English for Academic Purposes.' 5. G Kuchkarova. Turizm terminologiyasining nazariy masalalari va tadqiqi. Academic research in educational sciences 3(2), 520-526 https:\\schoolar.google.com\citations?user=lMDT
Academic Journal
Anvarov Abdulxafizbek Ulug'bek o'g'li; Gavkhar Kuchkarova Abdullayevna
Find it@PNU
Peacock
Conference
Chupa, Anna M.
ACM SIGGRAPH 97 Visual Proceedings: The art and interdisciplinary programs of SIGGRAPH '97. :12
Open Access (ACM Digital Library) Find it@PNU
The reliability of replications: a study in computational reproductions
Periodical
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Royal Society Open Science, 12, 3, 1-23
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Morphological study of laying and non-laying female genital system in peacock (Pavo cristatus)
Academic Journal
Hanaa K. Alshammary; Shaker M. Mirhish
Iraqi Journal of Veterinary Sciences, Vol 38, Iss 1, Pp 45-53 (2024)
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Flex Printed Circuit Board Implemented Graphene-Based DNA Sensor for Detection of SARS-CoV-2
Academic Journal
Damiati, S.; Sopstad, S.; Peacock, M.; Akhtar, A.S.; Pinto, I.; Soares, R.R.G.; Russom, A.
IEEE Sensors Journal IEEE Sensors J. Sensors Journal, IEEE. 21(12):13060-13067 Jun, 2021
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Resilience in Sexually Abused Women: Risk and Protective Factors
Academic Journal
McClure, Faith H.; Chavez, David V.; Agars, Mark D.; Peacock, M. Jean; Matosian, Amy
23 J. Fam. Violence 81 (2008) / Journal of Family Violence, Vol. 23, Issue 2 (February 2008), pp. 81-88
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First Associated Neutrino Search for a Failed Supernova Candidate with Super-Kamiokande
Academic Journal
F. Nakanishi; K. Abe; S. Abe; Y. Asaoka; M. Harada; Y. Hayato; K. Hiraide; K. Hosokawa; T. H. Hung; K. Ieki; M. Ikeda; J. Kameda; Y. Kanemura; Y. Kataoka; S. Miki; S. Mine; M. Miura; S. Moriyama; M. Nakahata; S. Nakayama; Y. Noguchi; G. Pronost; K. Sato; H. Sekiya; M. Shiozawa; Y. Suzuki; A. Takeda; Y. Takemoto; H. Tanaka; T. Yano; Y. Itow; T. Kajita; R. Nishijima; K. Okumura; T. Tashiro; T. Tomiya; X. Wang; P. Fernandez; L. Labarga; B. Zaldivar; B. W. Pointon; C. Yanagisawa; E. Kearns; L. Wan; T. Wester; J. Bian; B. Cortez; N. J. Griskevich; Y. Jiang; M. B. Smy; H. W. Sobel; V. Takhistov; A. Yankelevich; J. Hill; M. C. Jang; S. H. Lee; D. H. Moon; R. G. Park; B. S. Yang; B. Bodur; K. Scholberg; C. W. Walter; A. Beauchêne; Le Blévec; O. Drapier; A. Ershova; M. Ferey; Th. A. Mueller; A. D. Santos; P. Paganini; C. Quach; R. Rogly; T. Nakamura; J. S. Jang; R. P. Litchfield; L. N. Machado; F. J. .P Soler; J. G. Learned; K. Choi; S. Cao; L. H. V. Anthony; N. W. Prouse; M. Scott; Y. Uchida; V. Berardi; N. F. Calabria; M. G. Catanesi; N. Ospina; E. Radicioni; A. Langella; G. De Rosa; G. Collazuol; M. Feltre; M. Mattiazzi; L. Ludovici; M. Gonin; L. Périssé; B. Quilain; S. Horiuchi; A. Kawabata; M. Kobayashi; Y. M. Liu; Y. Maekawa; Y. Nishimura; R. Akutsu; M. Friend; T. Hasegawa; Y. Hino; T. Ishida; T. Kobayashi; M. Jakkapu; T. Matsubara; T. Nakadaira; Y. Oyama; A. Portocarrero Yrey; K. Sakashita; T. Sekiguchi; T. Tsukamoto; N. Bhuiyan; G. T. Burton; F. Di Lodovico; J. Gao; T. Katori; R. Kralik; N. Latham; R. M. Ramsden; H. Ito; T. Sone; A. T. Suzuki; Y. Takeuchi; S. Wada; H. Zhong; J. Feng; L. Feng; S. Han; J. Hikida; J. R. Hu; Z. Hu; M. Kawaue; T. Kikawa; T. V. Ngoc; T. Nakaya; R. A. Wendell; S. J. Jenkins; N. McCauley; A. Tarrant; M. Fanì; M. J. Wilking; Z. Xie; Y. Fukuda; H. Menjo; Y. Yoshioka; J. Lagoda; M. Mandal; J. Zalipska; M. Mori; J. Jiang; K. Hamaguchi; H. Ishino; Y. Koshio; T. Tada; T. Ishizuka; G. Barr; D. Barrow; L. Cook; S. Samani; D. Wark; A. Holin; F. Nova; S. Jung; J. Yoo; J. E. P. Fannon; L. Kneale; M. Malek; J. M. McElwee; T. Peacock; P. Stowell; M. D. Thiesse; L. F. Thompson; H. Okazawa; S. M. Lakshmi; E. Kwon; M. W. Lee; J. W. Seo; I. Yu; Y. Ashida; A. K. Ichikawa; K. D. Nakamura; S. Goto; H. Hayasaki; S. Kodama; Y. Kong; Y. Masaki; Y. Mizuno; T. Muro; K. Nakagiri; Y. Nakajima; N. Taniuchi; M. Yokoyama; P. De Perio; S. Fujita; C. Jesús-Valls; K. Martens; Ll. Marti; K. M. Tsui; M. R. Vagins; J. Xia; M. Kuze; S. Izumiyama; R. Matsumoto; R. Asaka; M. Ishitsuka; M. Sugo; M. Wako; K. Yamauchi; Y. Nakano; F. Cormier; R. Gaur; M. Hartz; A. Konaka; X. Li; B. R. Smithers; S. Chen; Y. Wu; B. D. Xu; A. Q. Zhang; B. Zhang; H. Adhikary; M. Girgus; P. Govindaraj; M. Posiadala-Zezula; Y. S. Prabhu; S. B. Boyd; R. Edwards; D. Hadley; M. Nicholson; M. O’Flaherty; B. Richards; A. Ali; B. Jamieson; C. Bronner; D. Horiguchi; A. Minamino; Y. Sasaki; R. Shibayama; R. Shimamura; The Super-Kamiokande Collaboration
The Astrophysical Journal Letters, Vol 997, Iss 1, p L9 (2026)
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