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а б в г д е ё ж з и й к л м н о п
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'학술논문' 에서 검색결과 412,805건 | 목록 1~20
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
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Integrated methods of teaching listening and speaking: 205 teachers of English for academic goals and teachers who teach courses on developing writing skills, namely the development of integrated courses that can be shared or taught in close collaboration. Difficulties in learning to write: - the process of learning written speech is constantly complicated by discrepancies between the sound and graphic way of expressing thought - a written statement must be specific and complete in order to fulfill its communicative function - there is no way to expressively into tone your speech - a written work requires special grammatical and syntactic design In addition, students face the following difficulties: - limited vocabulary - Fear of spelling and grammatical errors - interference of the native language at the level of a word, phrase, sentence and text - limited skills of self-organization, planning - lack of ideas or ways to express them, lack of motivation Written speech allows you to save linguistic knowledge, serves as a reliable tool for thinking, stimulates speaking, listening and reading in a foreign language. Writing and written speech in the methodology of teaching English act as a means of teaching, as well as the goal of teaching the language. Writing is the technical component of written language. Written speech is a productive type of speech activity, which is expressed in the coding of a certain content with graphic signs. Having studied the data of psychologists on the assimilation of material in various ways, which are given below, one can once again be convinced of the important role of teaching writing and writing skills. It is important to note that for a more productive learning of writing and writing, as well as for learning any other aspect of the language, motivation is required, which must be constantly developed. Students are very often reluctant to write, this is due to the difficulties they face, as well as the lack of motivation. It is necessary to interest students, to emphasize the importance of mastering written speech. This is hard and painstaking work, which, with the right organization, gives consistently positive results. REFERENCES: 1. Abrar M. Teaching English Problems: An analysis of ESL Primary School Teachers. 2016 2. Asep S. The challenges in teaching Writing skill at Junior High School: Problems and Solutions. 2014 3. Foster M. Teaching Children with Reading and Writing difficulties in regular schools. 2015. INTEGRATED METHODS OF TEACHING LISTENING AND SPEAKING Kaljanova U. Teacher, NSPI named after Ajiniyaz, Nukus, Uzbekistan Avezimbetova A. Teacher, NSPI named after Ajiniyaz, Nukus, Uzbekistan Due to the lack of time English teachers have per week for their subject, the best way to practice listening and speaking is integrating them. According to Bueno, Madrid and McLaren: "Listening is important for speaking because it establishes the good basis for successful communicative exchanges‖ (2006:344). There are several activities that integrate listening-comprehension with speaking: - Integrated skills work (jigsaw-listening, for example) - Using video, Using the language laboratory, Using computers and CD-ROMs - During games, Using pop songs (probably the most popular listening activity with secondary students), Listening as homework These activities integrate speaking because the songs, videos or listening text-topic is the springboard for a discussion, drill or pronunciation practice. Integrated activities also provide opportunities for much needed learner behavioral-interaction described by Lynch (1997) earlier. Dictations integrate listening and speaking. Although they have not been very fashionable dictations are at the moment once again seen as relevant. Dictations may also be used as a means to evaluate learners‘ listening comprehension, as long as the scoring is carefully done. In the same way that a good writer is a good reader, a good speaker is also a good listener. This rule is generally applicable to L2 learners and it has to do with the correlation between productive (writing and speaking) and receptive (reading and listening) skills (Bueno, Madrid and McLaren, 2005:344). Second language learners, as implied in a special type of exchange, have to be provided with the 206 appropriate input and output so that they have the opportunities to practice both skills at the same time. In this sense, a wide range of communicative exercises should be proposed in the classroom and these should be as varied as possible: between students, a student and the teacher, the students and the CD/computer, etc. in this sense, Brown et al. claim: There are listening activities called "live listening‖. In these kind of activities, the teachers or visitors talk face to face with the students, which is a way of interaction to practice listening and learning about different accents, intonation, paralinguistic features. For example, if the teacher is reading aloud, this activity allows students to hear how English sounds clearly. Telling a story is a suitable material that provides listening material, students can predict what will happen or they can describe the characters in a story, it is a good way of improving vocabulary. In pairs, they can also do an interview or a conversation. It is a good method because aside from listening, they are integrating speaking and it is a motivating activity when they think of their own questions or the subject is funny and interesting. There are also activities with films, for example, where students can analyze some trailers or describe characters of their favorite scenes. All of them are ideas of live listening, which are very useful for students and teachers in Secondary Education. According to the results obtained, we can notice that listening and speaking competences are complex skills that need to be developed consciously. Day by day school life is when students really learn the mentioned skills previously. Sometimes, it is only when a child spontaneously uses vocabulary or expresses his own opinion related to a previous listening or reading aloud carried out in the classroom. An idea would be giving pupils opportunities to use their speaking and listening skills in real life situations, giving them the sense of what they are learning in situations that they do not have in the classroom. EFL classes must experience rich and well-integrated opportunities to participate in listening, speaking, reading, and writing through well-planned activities by the English language teachers. REFERENCES: 1. Lynch, T. (1997) The Multilingual Self: An Inquiry into Language Learning. Mahwah: Lawrence Erlbaum Associates. 3. McLaren, D. and N. Madrid (1995) Didactic procedures for TEFL. Valladolid: La Calesa. 4. McLaren, D. and N. Madrid (1996) A handbook for TEFL. Alcoy: Marfil 5. Morley, J. (1972) Improving aural comprehension. Ann Arbor: University of Michigan Press. BASIC FACTORS TO DEVELOP READING COMPREHENSION OF EFL STUDENTS Djoldasbaeva Kh.R. Teacher, KarSU named after Berdakh, Nukus, Uzbekistan Abstract: The article is dedicated to the study of various researchers‘ viewpoints on the different approaches and factors involved in developing the Reading comprehension of EFL students. Key words: explicit strategy, lifelong skill, learning, input and output,learning awareness, text size, motivation, goal, proficiency, researchers, critical thinking, argumentation. Due to the ever-increasing importance of reading in every aspect of our everyday life, it is essential to find ways or methods to improve our reading skills. To this purpose, a great emphasis is laid on the use of reading strategies as the best way so far to improve students‘ reading skills. Researchers have found that teaching reading strategies is a key element in developing student comprehension. However, many teachers lack a solid foundation for teaching these reading comprehension strategies. Therefore, teachers need to be prepared on how to design effective comprehension strategies and how to teach these strategies to their students. Therefore, this study aims to study the effective reading strategies in order to improve reading skills in language classes. The study is an action research applied to a number of 14 students in an intermediate level integrated skills course. The main question of the study is ―Would reading strategies help my students‘ reading comprehension studies?‖ The results of the study indicate that the students had an improvement to a great extend have been tutored about the reading strategies. Reading is a lifelong skill to be used both at school and throughout life. According to Anderson, Hiebert, Scott, & Wilkinson, reading is a basic life skill. It is a cornerstone for a child's success in school and, indeed, throughout life. Without the ability to read well, opportunities for personal fulfilment and job success inevitably will be lost (1985). Despite its importance, reading is one of the most challenging areas in the education system. The ever-increasing demand for high levels of literacy in our technological society makes this problem even more pressing (Snow, Burns, &Griffin, 1998).
Academic Journal
Kh Djoldasbaeva
Ренессанс в парадигме новаций образования и технологий в XXI веке. :206-207
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Alien Grasses of the British Isles T. B. Ryves E. J. Clement M. C. Foster
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Jury, Stephen L
The Horticulturist, 1997 Oct 01. 6(4), 40-40.
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Alien Grasses of the British Isles T. B. Ryves E. J. Clement M. C. Foster
Review
Reynolds, Sylvia
The Irish Naturalists' Journal, 1997 Apr 01. 25(10), 390-391.
Full Text (JSTOR) Scopus Find it@PNU
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