In these processes, a Decree of the President of Uzbekistan signed on December 10, 2013 "On further measures foreign language learning system improvement" plays a special role in teaching foreign languages

b) Salamova N.T., (2013). “Using ICT in English language teaching”
In Uzbekistan education is declared as a priority in the field of social development. The success of the ongoing reforms in the country depends on the scale and level of education quality and training. An educated person in today's society - is not only and not so much the man armed with knowledge, but knows how to produce, acquire knowledge, make it deliberately as and when he needs in dealing with the problems it faces, able to apply existing knowledge in any situation. In this regard, there are new challenges for education: the formation of students' information and communicative competence.
Education with a computer, i.e. usage of the paradigm “computer-learner” makes it possible to organize individual work of each student. Computer can perform many functions; therefore, it is often compared with the artificial intellect. Software, such as an electronic textbook, exercise machine, electronic test program, and computer models of knowledge analysis and assessment, it allows to display information on a computer screen in the form of text, audio, video, games. Selection of training programs depends primarily on current training material, level of students’ training and their abilities. Working with the computer not only helps to increase interest in learning, but also makes it possible to adjust the presentation of educational objectives, the promotion of right decisions. In addition, computer allows eliminating one of the major causes of the negative attitude to learning - failure due to lack of understanding of the material, as a student has an opportunity to use a variety of reference books and dictionaries. At the stage of training, at the stage of the application, knowledge, skills, abilities generated can be used in a variety of communicative tasks and situations, taking into account personal characteristics of the trainees. It can create optimum conditions for a successful development of the program material: while providing a flexible, adequate and feasible exercise load for all students in the class. In addition, it is difficult to overestimate a role of computer as a means of teachers’ control over the activity of pupils, as well as means of formation and improvement of learners’ self-control. Using a computer makes it possible not only to repeatedly increase the effectiveness of training, but also to encourage students to further study of English language. Another situation arises with the use of computer in the learning process. Computer is an indispensable tool for preparation and testing, monitoring the learning process, self-content media tools to develop computer classes, preparation of teaching materials, use of resources and Internet services for classroom and independent work. This way, computer takes over the lion's share of routine teacher work, releasing him/her time for creative work, which is the art of development cannot be given by computer.
As obvious, availability of technical training and control for use in the foreign language classroom is determined by the following criteria. They must: first, enhance the productivity and efficiency of the educational process;
secondly, provide an immediate and constant reinforcement of correct training activities of each student;
thirdly, raise awareness and interest in language learning;
fourthly, provide prompt feedback and functional control actions of all learners;
fifth, have an ability to enter their answers quickly without extensive coding and encryption.
It should be noted that computer takes such a negative psychological factor as fear of wrong answer. During the traditional classroom various factors (pronunciation defects, the inability to articulate their thoughts aloud, etc.) do not allow many students to show their real knowledge. Being "alone" with a display, a student, as a rule, does not feel stiffness and tries to show the best of their knowledge.
Students can use computers to study certain topics, as well as for self-acquired knowledge. Moreover, computer is the most patient teacher, capable to repeat any task n-number of times, achieving a correct answer, and eventually executed by automation skills. The use of a computer allows the best way to implement the method of individual learning a foreign language, because student studying teaching text in an accessible own pace, having the opportunity to work again causing material difficulties.
Already at the first stage of training, i.e. in the process of setting goals and tasks of students’ cognitive activity, a teacher is involved indirectly. Direct presentation of assignments to a learner is carried out by computer. Of course, teacher must take an active part in the preparation of training programs, determining a sequence of student’s actions in solving a particular problem. But the most important in the implementation of psycho-pedagogical function of education - students presentation and adoption of goals and tasks of teaching and cognitive activity - in terms of computerization possible acute shortage of direct teacher-student contact, the living word of the teacher.
Computer is loyal to the diversity of student answers: it does not accompany the work of students’ laudatory or condemnatory comments that develops their independence and create a favorable social and psychological atmosphere in the classroom, giving them self-confidence, which is an important factor for the development of their personality.
The computer does not specify the methods and content of teaching, it is only effective means of learning, which is appropriately included in the educational process. Therefore, the development of methodical bases of teaching foreign languages ​​through a computer should be based on a thorough analysis of didactic and methodological capabilities, contributing to the implementation of the main objectives in teaching foreign languages ​​- building skills of communicative competence. From this it follows that the computer allows:

• 
  to simulate the conditions of communicative activities;
  
• 
  to master the lexical and grammatical skills;
  
• 
  to individualize and differentiate instruction;
  
• 
  to improve motivation;
  
• 
  to increase the volume of the language training;
  
• 
  to contribute to the development of self-learners;
  
• 
  to ensure the transfer of linguistic material in other types of speech activity.
  

The computer is able to help a school seriously. Multimedia training programs allow without a teacher and put to practice pronunciation, grammar, learn, and listen to "native speakers". School teachers who have mastered the computer, have the opportunity to get a lot of useful materials from the training centers through the Internet. And computer itself will be a powerful means of motivation, as students themselves, consciously, want to improve their knowledge. (Polilova, 1997.)
The main feature that distinguishes a computer from other hardware, is the possibility of an organization of human-computer dialogue through interactive programs. In the presence of the telecommunication channel a computer can act as an intermediary between two parties, and take on a part of the learning process. To do this computer has storage capacity and operational information processing represented in the form of multimedia. Added to this is it has an ability to access remote databases (digital libraries) via Internet, an ability to communicate with all partners through electronic conferencing, an ability to transmit information in any form and any volume. Thus, "computer can be used not only as a traditional didactic means learning process, but also realize the possibility of using it at a distance learning." (Glyzunkova, 2008.)
Of course, content of education and its purpose is not dependent on the form of training. However, usage of computer tools requires a different form of knowledge representation, cognitive activity to acquire knowledge and choice of teaching methods.
First of all, this is due to the advent of the possibility of optimizing a learning process by moving its center of gravity to work independently, to strengthen these activities and increase its efficiency and quality. Using computer tools allow a learner to obtain basic information not only from teacher, but also through interactive tutorials that help to learn one or another discipline with a certain degree of competence.
Another important consequence of the application of computer tools is a usage of innovative teaching methods, which are collective research character. These methods take an active form, aimed at decision-making as a result of independent creative activity. Below we give several types of team and group activities.
A) Information search.
In projects of this type, students must use various sources of information (electronic or paper) to solve problems.
Such a task can be writing a report, an abstract, an answer to quiz questions, drawing up a scenario for an event, and performing scientific and practical work. Undisputed advantage of multimedia in this case is the opportunity to use almost any large library of the world, archives of international scientific organizations (NASA, UNESCO, etc.), the richest thematic collection of photographs, without leaving the classroom.
B) Simultaneous fulfillment of tasks (including competitions and tele-contests).
In this type of project, students in different places are offered the same tasks to fulfill them. Then an electronic exchange of decisions takes place.
Computer telecommunications quiz (tournament, competition) is a competitive group question-answer game using both E-mail and WWW for communication between groups of students from different cities (schools, universities, etc.).
Such competitions are especially promising for rural schools. Without serious financial investments and the need to leave classrooms, students of such schools may, with an Internet-connected computer and an Internet-based teacher, participate in contests of any rank, including international ones.
Unfortunately, most of the computer training projects running on the Internet and developed in developed countries are not known in Uzbekistan. The disadvantage of this type of projects is their orientation to the traditions that have developed in the European and American education: pragmatic, applied, superficial, unsystematic. Such projects hardly fit into the subject system of education in Uzbekistan.
However, in the next few years, one of the most popular technologies in education system of Uzbekistan are computer-based training technologies based on telecommunication support of traditional forms of education and collectively conducted educational projects under the guidance of the teacher.
As a result, it is impossible not to mention in this connection such an increasingly widespread method of generalizing the data of individual researchers, as scientific Internet conferences of various levels. Given the shortage of funding for public education institutions, this form of scientific conferences seems to be the most economical and effective. As an example, we can cite “Foreign languages in Uzbekistan” (www.fledu.uz) — an online portal and electronic journal designed to promote the development of foreign language learning methods in our country.
“Editorial board of Foreign languages in Uzbekistan” (www.fledu.uz) — an online portal and electronic journal” is formed on the basis of laws of the republic of Uzbekistan, the Decree No.283 of the Cabinet of Ministers on 16 October 2013, Regulation of the state institution “Editorial board of Foreign languages in Uzbekistan” online portal and electronic journal” and other legal documentations, and incorporated to the Ministry of higher and secondary special education of the republic of Uzbekistan.

Moving to the next point we can state that the role of teacher as the technology improves more and more limited to the management of the educational process, but this does not diminish its impact in the cognitive activity and does not displace it from the educational process.

Thus, "a form of training with the use of computer tools differs from existing both in the educational process, and in teaching methods." (Ugrinovich, 2008.)
Principles of a didactic concept of computers usage in teaching foreign languages:
1. Structure of the learning process should be based on independent cognitive activity of a student.
This principle determines a ratio of subjects of learning process and role of teacher in learning process. Undoubtedly, personal communication both sides have an invaluable quality of full-time training, and it will never replace fellowship with anyone, even the most intelligent computer.
However, in such a situation, a determining factor is a pedagogical talent of teacher, which in mass education has no such effect, as in an individualized learning.
According to a survey conducted among younger students, there are three main ways in which a computer can be used in carrying out educational functions:
a) as a tutor, to perform certain functions of teacher, and the machine can do them better than people;
b) as a device that simulates certain objective situation (simulation).
There is a serious multifaceted problem of choosing an implementation strategy for computer training that would allow the use of all the advantages and avoid losses, since they would inevitably have a negative impact on the quality of the educational process, which not only enriches the human knowledge and practical skills, but also creates a moral character. Education serves as an extremely individualized student work process with the familiar information presented on the display screen. (Hutorskoy, 2005.)
The substantial basis of mass computerization of education is certainly due to the fact that the modern computer is an effective means of optimizing a mental labor conditions in general, in any of its manifestations. R. Williams and K. Muckley in the article "Computers in school" wrote: "There is one feature of the computer, which is revealed when it is used as a device for teaching others, and as an assistant in the acquisition of knowledge is its inanimation." It is friendly "to communicate with a user and in some moments "support" it, but it will never show signs of irritability and will not feel that it was bored. In this sense, usage of computers perhaps is the most useful in certain aspects of teaching individualization. " (R. Williams, K. Muckley, 2008)
Until now, computer and Internet is not perceived by many teachers as another learning tool. It prevents above all the fear of the teacher in front of a subject-technology, inability to use the new features. It is necessary to train teachers, and not just impart technical skills, but also demonstrate how to make a computer information technology part of the school process. To an already existing information and computer technology, huge efforts of teachers and trainers required for development of video scripts, computer and text programs, training and information databases.
As a result we have a combination of different types of work in the classroom of a foreign language using information and computer technology is an important element of student motivation, it helps to maintain their interest in the subject during the entire training period. If there are latest technical resources it is easier to implement a student-centered approach to teaching students of different levels, it is possible to organize the entire training process rationally, solve a problem of "weak-strong student."