Improving Spanish Language Skills in Students Training as
Tourist Guides
Juraev Kh. Abdunazar
a
, Munira Ch. Tuychieva, Anorboyeva A. Solikha, Sabirova A. Nilufar
and Sojida S. Akhadova
Uzbekistan State University of World Languages, Tashkent, Uzbekistan
Keywords: Communicative Competence, Tourism, Guides, Speaking, Monolog, Matching, Vocabulary.
Abstract: The article reflects upon the significance of communicative competence among tourist guides in Uzbekistan,
a nation that stands as a compelling destination along the historic Silk Road. Recently, through a presidential
decree, Uzbekistan extended a visa-free entry privilege to tourists hailing from over 100 countries, amplifying
the appeal and demand for proficient tourist guides. This resolution has rendered the profession even more
appealing and professionally demanding. Within our universities, we impart education in the Spanish
language, aiming to equip our students with comprehensive preparedness. The article delves into the outcomes
of our research, shedding light on the findings derived from our exploration of this pivotal subject.
1 INTRODUCTION
Globally, there is a burgeoning demand for foreign
language communication skills, necessitating the
development of lexical competence among
individuals. In Uzbekistan, a country with a
population of 34 million and the highest population in
Central Asia, three universities have been offering
Spanish language courses since 2000. Despite being
a modest figure when compared to other nations, the
number of students learning Spanish as a foreign
language is steadily increasing. Spanish language
education extends beyond Spain, reaching the USA
and 70 educational institutions in the UK. Russian
MGIMO includes Spanish as a second foreign
language, and online platforms like "El portal
Español" emphasise communicative competence
through pedagogical technologies, focusing notably
on common Spanish verbs.
Internationally, fostering students' professional
competence in a foreign language, especially oral
speech, holds paramount importance for enhancing
communication skills through pedagogical
technologies. This underscores the necessity for open
online courses, including innovative ELE
technologies at Instituto Cervantes and the
Middlebury School of Spanish's B2 level courses,
centred on textual content. In Uzbekistan, ongoing
a
https://orcid.org/0000-0003-3552-3111
educational reforms aim to instil foreign language
proficiency and cultivate well-rounded, independent
thinkers.
Emphasising the significant role of linguistic
dictionaries, especially in enhancing Spanish
communication skills, collaboration between
Uzbekistan, UNESCO, and DGP Research &
Consulting has led to a comprehensive higher
education development program for 2017-2021.
Within the teacher education system, there is a crucial
emphasis on mastering information and
communication technologies for active integration
into the educational process.
The research, drawing from the works of L.
Bachman, Teresa Servera Mata, D. Hymes, Jack C.
Richards, and C. K. Ogden, aims to improve the
communicative competence of students studying
Spanish. The research objectives include an extensive
study and analysis of relevant literature across
linguistic, psychological, psycholinguistic,
pedagogical, and methodological domains.
Additionally, the research focuses on comparative
typological exploration of lexical synonyms in the
Spanish language, evaluating the current state of
Spanish language education through surveys, teacher
observations, and experimentation, all supported by
statistical analysis to gauge the effectiveness of
proposed exercises.
260
Abdunazar, J., Tuychieva, M., Solikha, A., Nilufar, S. and Akhadova, S.
Improving Spanish Language Skills in Students Training as Tourist Guides.
DOI: 10.5220/0012796900003882
Paper published under CC license (CC BY-NC-ND 4.0)
In Proceedings of the 2nd Pamir Transboundary Conference for Sustainable Societies (PAMIR-2 2023), pages 260-266
ISBN: 978-989-758-723-8
Proceedings Copyright © 2024 by SCITEPRESS – Science and Technology Publications, Lda.

2 SCOPE OF THE STUDY
The research is geared towards enhancing the
teaching of synonyms among higher education
students, particularly those studying Spanish as a
second foreign language. Employing various
methods, including theoretical approaches
(analytical-statistical, comparative-typological,
analogy, modeling), diagnostic techniques (survey,
conversation, questionnaires, observation),
pedagogical experiments, and mathematical tools
(statistical processing, graphic representation), the
study ensures a comprehensive examination.
The scientific novelty lies in uncovering features
of lexical concept relationships between the Spanish
and Uzbek languages through a macro comparative
approach. It identifies the typology of difficulties in
using Spanish synonyms and proposes improved
didactic support for their application. Methodological
backing for role-playing and project games, based on
didactic imitation communication, was developed to
enhance students' communication skills.
Reliability is maintained through the use of
established methods, theoretical approaches, and the
application of statistical tools. The results find
practical value in the developed exercises,
recommendations for text drafting and oral speech
work, contributing to the gradual improvement of
competencies through dictionary use. This system is
applied in theoretical and practical language center
classes, fostering a new generation of educational
materials.
The research explores the theoretical
interpretation of improving communicative
competence in foreign languages, considering its
inclusion in the main categories of language teaching
theory and practice. It traces the evolution of
communicative competence from linguistic
competence, conceptualized by N. Chomsky, to D.
Hymes' introduction of the term in the 60s. The study
acknowledges the contributions of M. Canale and M.
Swain in the 80s, expanding the theory. The practical
significance lies in fulfilling communicative tasks in
Spanish as a foreign language, emphasizing
successful communication in various contexts.
3 FINDINGS AND ANALYSIS
In Uzbekistan, students studying Spanish aim to
enhance their communication skills by creating texts
using vocabulary, especially focusing on lexical
synonyms when using a dictionary. Although the
importance of vocabulary in building oral speech is
acknowledged, this area lacks comprehensive
exploration and lacks clear rules for selecting words.
The differences in meaning and how synonyms
contribute to communication remain unclear.
Additionally, there is a scarcity of Uzbek resources
providing substantial content on the Spanish
language's lexicology.
Linguistic competence, an inherent ability
grounded in grammatical operations, forms the
foundation for speaking and writing. Our study aligns
with established criteria for developing linguistic
competence through vocabulary, emphasizing an
understanding of the language system. The level of a
student's competence in their native language
inevitably influences the quality of linguistic
competence. State standards for continuing education
in foreign languages incorporate requirements for
linguistic competence, knowledge, skills, and
qualifications, with lexical competence, developed
through synonyms, being a key component.
Within linguistic competence, the study explores
phonetic, morphemic, lexical, and syntactic
properties. The comprehension of a language system
contributes significantly to mastering linguistic
competence. Practical classes affirm the pivotal role
of students' competence in their native language in
foreign language proficiency. Our focus shifts to
synonyms, emphasizing their importance in helping
students choose precise concepts relevant to
conversations, topics, or texts. Absolute synonyms,
fully corresponding in meaning, and partially
corresponding synonyms, exhibiting nuanced
differences, are explored.
For instance, Spanish verbs like "venir" and "llegar"
indicate different directions towards or away from the
speaker. Synonyms like "aportar," "prestar," "ceder,"
"proveeer," "entregar," and "dar" convey the meaning
of giving, each with varying degrees of transmission.
Nouns such as "cara," "rostro," "faz," "facciones,"
"aspecto," and "jeta" (face) provide distinct
descriptions of a person. The chapter on teaching
methods in our work discusses the challenges of
assimilating synonyms, the use of modern
technologies, and a system of lexical exercises. It
outlines independent concepts of dependence,
correspondence, and partial correspondence,
highlighting instances of complete coincidence,
partial coincidence, and absolute discrepancy when
comparing Spanish and Uzbek concepts.
Drawing from scientific and methodological
approaches, the most frequently encountered
synonymous words in Spanish speech were
meticulously chosen. Notably, the primary section of
Improving Spanish Language Skills in Students Training as Tourist Guides
261

Table 1: Comparing Concepts in Spanish and Uzbek: Cases of Complete Coincidence, Partial Coincidence, and Complete
Difference.
Attitude value In Uzbek In Spanish
Full matching uy casa
xayot vida
suv a
g
ua
y
o'
q
p
an
talaba estudiante
yo’l camino
p
oez
d
tren
gapirmo
q
habla
r
y
ozmo
q
escribi
r
Partial match
j
i
y
an sobrino, sobrina
oqituvchi
p
rofesor, profesora
aqimo
q
lee
r
qurmo
q
ve
r
q
aramo
q
mira
r
Com
p
lete difference ----- siesta
la li
g
a
b
o'lmo
q
se
r
b
o'lmo
q
esta
r
b
ormo
q
i
r
ketmo
q
irse
corrida
sombrero
rancho
chupa-chups
la li
g
a
synonymous words in the Spanish dictionary
predominantly comprised synonymous verbs,
recognised as the most challenging aspect in learning
Spanish grammar. The complexity of verbs, such as
the distinction between ser, va, estar (equivalent to "to
be" in English and Russian), often leads students to
make errors in usage. An innovative aspect of our
analysis involved scrutinising and selecting
synonyms essential for oral speech, a dimension
hitherto overlooked.
In line with methodological research, foreign
vocabulary, taking into account comprehension
difficulties, is categorised into three groups: 1) easy
words; 2) relatively difficult words; and 3) difficult
words. While choosing speech exercises, I based
decisions on these classifications. The process of
introducing Spanish vocabulary occurred in two
stages: first, the selection of necessary vocabulary,
methodological distribution, classification, and
textbook integration, with attention to developing
lexical skills. The second stage involved the
formation of vocabulary using interactive methods, a
pivotal aspect in optimising the teaching of a second
foreign language within higher education.
Factors influencing the educational process,
including the personal qualities of students,
curriculum design, and the interplay between native
and second foreign languages, were taken into
account. Synonyms were presented to students
through their native language, necessitating a careful
selection based on meanings in the Uzbek language.
For instance, the verb "xalaqit bermoқ" needed clear
definition, exemplified by its equivalents:
1. To’sqinlik qilmoq, qarshilik qilmoq,
monelik qilmoq;
2. Halaqit bermoq;.
3. Bezovta qilmoq, joniga tegmoq.
Similar meanings in Spanish were elucidated through
context:
1. En la habitación la luz era tan intensa que
molestaba a su vista - Xonagani chiroq
shunday yorug’ ediki, bu unga biror narsani
ko'rishga halaqit berardi.
2. Hoy hace frio. El tiempo impedio salir- Bugun
sovuq. Havo bizga aylanishga chiqish uchun
halaqit berardi.
3. Esa silla esta en el centro estorba el paso-
O’rrtada turgan bu stul menga o’tishga halaqit
beryapti.
In the initial training stages, students grapple with
selecting the right synonyms while attempting to
align the lexical-semantic system of a foreign
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language with their native tongue. For instance, the
Uzbek word "uchrashuv" (noun) takes on varied
nuances and applications across different contexts, as
detailed in Table 2.
Table 2: Memorization of new words with the introduction
of an associative connection using memorized words.
In Uzbek In Spanish
-bormoq -ir
-ketmoq -irse
-kelmoq -llegar
-etib kelmoq -venir
-uchrashuv - encuentro
-yozuvchi bilan paydo bo'lish - entrevista de los estudiantes
con los escritores
-uchrashuv (qabul marosimi) -recibimiento
-uchrashuv (harbiy) - choque armado
- tomonlarni ochishuvi - colisión de intereses
The selected word, "uchrashuv," exhibits multiple
meanings and versatile usage in various
combinations. In Spanish, synonyms like encuentro,
entrevista, recibimiento may seem high-quality, but
their contextual applicability requires attention, as
they don't always align perfectly. For instance,
"uchrashuv" corresponds to "encuentro" in its word
formation, yet it is used differently, such as "yozuvchi
bilan uchrashuv" (interview with writers) or "arbi
uchrashuv" (armed clash).
A typological analysis of lexical synonyms in
Spanish and Uzbek reveals shortcomings and errors
in students' speech. By observing the educational
process and analyzing textbooks, a typology of
learning difficulties was established, identifying
points of interference. Methodological typology,
considering positive dynamics, aided in addressing
vocabulary assimilation challenges by systematizing
the vocabulary.
The difficulties encountered in students' assimilation
of lexical combinations encompass various aspects:
1. Phonetic-graphic form connections, where
similarities exist between Spanish "articulo" and
English "article," with differences in
pronunciation. The presence of unique Spanish
letters like ñ poses additional challenges.
2. Meaning-related challenges, as seen in pairs like
Spanish "comer" and English "to come," or
"carpeta" and English "carpet," demonstrating
variations in meanings.
3. Pronoun complexities in Spanish, involving
gender-specific forms like "el-ella," "ellos-
ellas," "nosotros-nosotras," and "vosotros-
vosotras," pose challenges for learners.
4. Usage distinctions in similar-sounding words,
such as "beso-peso," "bara-barra," and "herir-
hervir," highlight differences in the native and
foreign language systems.
Integrating modern pedagogical and information
technologies, along with active methods, aligns with
the National Program for Personnel Training. Positive
trends emerge in critical thinking, particularly in
group discussions, proving the efficacy of this
method in enhancing students' oral speech and text
construction skills.
The application of various teaching technologies,
such as "Brainstorming," "Cluster," "Bloom's Cube,"
"Insert," "Thick and Thin Question," "Bloom's
Chamomile," "Sinkwine," "Telegram," and
"Snowstorm," yielded effective results at different
stages of the learning process.
The POPS formula, a methodical approach,
contributed positively to the learning outcomes.
Developing vocabulary exercises, practicing them,
and reinforcing skills proved crucial. Exercises,
categorized into assimilation and expansion,
receptive and reproductive, and various types of
lexical units, were tailored to the classroom or home
environment, taking into account language
assimilation degrees.
Furthermore, an experimental study focused on
enhancing communication skills in Spanish,
involving students from UzSWLU, SamSFLU, and
UWED, emphasized a methodology based on
synonymous words. The study addressed practical
tasks, including assessing vocabulary's role in
communication skill development, organizing
student discussions, experimental verification of
method effectiveness, and conducting a comparative
analysis of results.
Throughout the experimental experience, oral and
written forms, drawings, handouts, and tables were
utilised. Linguistic material, encompassing
vocabulary, grammar, and pronunciation, was
incorporated into teaching methods. A thorough
analysis of textbooks, observation of language
teaching processes, and evaluation of students' speech
and test results contributed to the formulation of
methodological recommendations for improving
communication skills. The comparative analysis of
students' expressions in Uzbek and Spanish revealed
equal representation in describing images, with the
Uzbek language displaying more complex sentence
structures. The findings highlighted the need for
nuanced teaching strategies to bridge language
disparities and enhance overall communication
proficiency.
Improving Spanish Language Skills in Students Training as Tourist Guides
263

Table 3: Analysis of student results on the topic “Un artículo de lujo sobre Samarcanda”
Groups Number
of
students
Number of
sentences
in uzb
Number of
sentences in
Spanish
Number
of nouns
Number of
verbs
Number of
adjectives
Number of
repetitions
simple complicated simple complicated Uzbe
k
Spanish Uzbe
k
Spanish Uzbe
k
Spanish
1 32 51 35 35 20 122 140 177 140 64 11
2 120 60 50 13 20 230 180 200 150 65 17
The table indicates noticeable differences between
the Uzbek and Spanish versions, particularly in the
prevalence of nouns, verbs, and adjectives. In the
Uzbek version, the proportion of nouns, verbs, and
adjectives is higher, with an average distribution of
nouns at 25%, verbs at 22%, and adjectives at 7%. In
the Spanish version, these rates are comparatively
lower, with nouns at 18%, verbs at 15%, and
adjectives at 14%. The analysis reveals a linguistic
distinction in the frequency and usage of these parts
of speech between the two languages.
The experimental experience spanned the
academic years 2017-2020, involving students from
various institutions. Participants included 120
students from the 1st and 2nd English Philology
faculty at UzSWLU (24 in the control group and 96
in the experimental group), 32 students from 3 groups
of the 2nd course at Samarkand State Foreign
Languages Institute (12 in the control group and 20 in
the experimental group), and 126 students from 10
groups at UWED (28 in the control group and 98 in
the experimental group). The total number of students
in the experimental groups was 214, while the control
groups comprised 64 students, providing a
comprehensive participant pool for the study (refer to
Table 4 for detailed figures).
Table 4: Distribution of students by groups.
Control
group
Experimental
group
Total
USWLU 24 96 120
Samarqand
SFLU
12 20 32
UWED 28 98 126
Total 64 214 278
In the process of experimenting, the degree of
formation of oral speech skills among students was
determined. The indicators of students' speaking
skills are shown in the table (see tables 5-6).
Table 5: Performance indicators of students in the control group before the experiment.
Tas
k
Assessment USWLU (n=24) Samarqand SFLU (n=12) UWED (n=28)
abs. % abs. % abs. %
Speaking skills 5 5 20,8 2 16,6 5 17,9
4 9 37,5 5 41,7 12 42,9
3 10 41,7 5 41,7 11 39,3
Total 24 100 12 100 28 100
Table 6: Performance indicators of students of the experimental group before the experiment.
Task Assessment USWLU
(n=96)
Samarqand
SFLU (n=20)
UWED (n=98)
abs. % abs. % abs. %
Speaking skills 5 20 20,8 4 20,0 21 21,4
4 35 36,5 7 35,0 36 36,7
3 41 42,7 9 45,0 43 43,9
Total 96 96 100 20 98 100
In the control group, before the experimental
experiment, there were 58.3%, 58.3%, and 60.8%,
respectively.
In the control group, the experimental qualitative
indicators were 57.3%, 55.0%, and 58.1%,
respectively. According to the Indicators 3 and 4
tables, the CG and the EG indicators were almost the
same.
After conducting the experimental experience, after 6
months CG USWLU, Samarqand SFLU and UWEDe
indicators (table 3.5) were respectively received by 5
(20.8%), 3 (25.0%) and 6 (21.4%) students
“excellent ”11 (45.8%) 5 (41.7%) 14 (50.0%)
students“ good ”8 (33.3%), 4 (33.3%) and 8 (28.6%)
students “satisfactory” (see table 7).
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Table 7. Performance Indicators of Students in the Control Group for 6 Months After the Experiment
Tas
k
Assessment USWLU (n=24) Samarqand SFLU (n=12) UWED (n=28)
abs. % abs. % abs. %
Speaking skills 5 5 20,8 3 25,0 6 21,4
4 12 45,8 5 41,7 14 50,0
3 8 33,4 4 33,3 8 28,6
Total 24 100 12 100 28 100
Table 8: Performance indicators of students in the experimental group 6 months after the experiment.
Task Assessment USWLU
(n=96)
Samarqand
SFLU (n=20)
UWED
(n=98)
abs. % abs. % abs. %
Speaking skills 5 25 26,0 4 20,0 28 28,6
4 45 46,9 10 50,0 44 44,9
3 26 27,1 6 30,0 26 26,5
Total 96 100 20 100 98 100
Table 9: Performance indicators of students in the control group for the final sample of the experiment.
Tas
k
Assessment USWLU (n=24) Samarqand SFLU (n=12) UWED (n=28)
abs. % abs. % abs. %
Speaking skills 5 4 16,7 3 25,0 8 28,6
4 14 58,3 6 50,0 14 50,0
3 6 25,0 3 25,0 6 21,4
Total 24 100 12 100 28 100
Table 10: Performance indicators of students of the experimental group according to the final sample of the experiment.
Tas
k
Assessment USWLU (n=96) Samarqand SFLU (n=20) UWED (n=98)
abs. % abs. % abs. %
Speaking skills 5 26 27,1 4 20,0 30 30,6
4 48 50,0 11 55,0 47 48,0
3 23 22,9 5 25,0 21 21,4
Total 96 100 20 100 98 100
In the control group, after the experimental
experiment after 6 months, there were 66.6% 66.7%,
and 71.4%, respectively. These indicators after the
experimental experiment relative to the results before
the experiment increased by 8.3%, 8.4%, and 10.6%,
respectively.In the control group, the aftermath of the
experiment after 6 months, the qualitative indicators
were 72.9%, 70.0%, and 73.5%. These indicators
increased in comparison with the initial by 15.6%
15.0% and 15.4% (Table 8.) The results obtained at
the end of the experiment are reflected in Tables 9 and
10. (See Tables 9 and 10).
These quantitative indicators prove the
effectiveness of conducting classes on the formation
of communication skills in a foreign language using
modern technologies.
4 CONCLUSION
In conclusion, the research underscores critical
challenges in teaching Spanish vocabulary to
students, as highlighted by an analysis of linguistic,
pedagogical, and methodological literature.
Addressing this issue requires the development of a
curriculum aligned with the Common European
Framework of Reference (CEFR) levels, emphasising
a communicative form of education and refining
knowledge assessment systems. The study reveals
that employing synonymy as a linguistic phenomenon
is an effective method for enhancing communication
skills, especially in foreign language contexts.
Experimental experiences confirm the positive
impact of using synonyms on students' linguistic
susceptibility and communication abilities. The
developed exercises exhibit potential for widespread
use in educational institutions, language courses, and
centres. Working with synonyms during the
experimental experience not only piqued students'
interest but also improved their communication skills
significantly. The study identifies active teaching
methods, such as case studies, chain exercises,
clusters, round tables, and presentations, as effective
tools for improving communication skills.
Furthermore, the research highlights the crucial role
of vocabulary in fostering communication, oral
speech composition, and expanding lexical
Improving Spanish Language Skills in Students Training as Tourist Guides
265

proficiency. The questionnaire survey indicates a
growing interest in learning Spanish, positioning it as
a language of significance amid economic, scientific,
and educational developments. Ultimately, the study
emphasizes the importance of training Spanish
language specialists in line with CEFR requirements,
aligning with national strategies for academic growth
and linguistic diversity. Students' interest in
communicative competence, social linguistics, and
the speaker-listener dynamic underscores the broader
impact of language education on both individual and
societal levels.
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