Page 179 - Konferensiya to'plami - 1 (ASR)

Hasanova (2021) provides an overview of foreign language education in
Uzbekistan, noting that English has gained prominence in the educational system
following independence [3]. The presidential decree "On measures to further improve
foreign language learning system" (2012) marked a significant step in prioritizing
English language education from primary school level [4].
In the context of tourism specifically, Abdullaev (2019) highlights the
discrepancy between Uzbekistan's tourism potential and actual visitor numbers,
identifying language barriers as one of the key challenges [5]. This is consistent with
Blue and Harun's (2003) finding that communication difficulties significantly affect
tourist satisfaction and destination image [6].
Several studies have established a correlation between language proficiency
and tourism development. Phipps (2007) argues that language competence among
service providers directly influences tourists' perceptions of hospitality and service
quality [7]. Similarly, Leslie and Russell (2006) emphasize that language skills are
essential for delivering authentic cultural experiences and facilitating meaningful
host-guest interactions [8].
Regarding tourism education, Davronov and Ismatillayeva (2019) analyze
tourism education programs in Uzbekistan and note insufficient attention to
practical language skills development [9]. This gap is particularly concerning
considering Hsu's (2018) finding that language competence ranks among the top
skills required by the tourism industry globally [10].

RESULTS AND DISCUSSION
The literature review reveals several key findings regarding the role of English
language in Uzbekistan's tourism sector.
First, despite government initiatives to improve English language education,
there remains a significant gap between policy and implementation in the tourism
industry. While formal education has incorporated English language learning,
practical application in tourism contexts remains limited. Tourism workers outside
major cities demonstrate particularly low levels of English proficiency, creating
uneven service quality across different destinations within the country.
Second, language barriers significantly impact tourist experiences in
Uzbekistan. International visitors frequently report communication difficulties as a
major challenge during their stay. This issue affects various aspects of the tourist
experience, from basic services like accommodation and transportation to more
complex interactions such as cultural interpretation and emergency assistance. The
lack of English-language information materials, signage, and digital resources
further exacerbates these challenges.
Third, there is a direct correlation between English language proficiency and
tourism development indicators. Regions with higher concentrations of English-
speaking tourism professionals show increased visitor numbers, longer average
stays, and higher tourist satisfaction ratings. This suggests that language
competence serves as a catalyst for tourism growth, enabling better promotion,
service delivery, and visitor engagement.
Fourth, existing tourism education programs in Uzbekistan demonstrate an
emphasis on theoretical knowledge over practical communication skills. While
hospitality and tourism management curricula include English language courses, 177
they often lack industry-specific language training and real-world application

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