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

c) Tumoyan S.P. “Readiness of students and teachers to usage of modern information and pedagogic technologies”.
By definition, Robert I.V., informatization of education - is "the process of ensuring the scope of methodology of education, technology and practice development and optimal use of modern information and communication technologies (ICTs), aimed at the implementation of psycho-pedagogical training and education purposes." (2003)
Therefore it is necessary to rethink and clarify many issues of foreign language teaching, including the system of relations in the paradigm "computer - learner".
All of the above points to the necessity of developing new research directions in modern technique associated with the creation of educational tasks on computer and a usage of ICT in the learning process.
Integration into the educational process of information and communication technologies contributes to the development of a creative factor of mental ability to learn, first, the reorganization of the cognitive process in which the learner becomes a creator, and secondly, the fact that the studied material becomes a means to achieve creative goals. Pozdnyakov V.A. in his work notes that the use of computers in the learning process generates in pupils both algorithmic and creative thinking, and the value of this cognitive abilities component is very large, because mental activity of a man in any case should not copy computer’s "system thinking". (2004)
According to Tumoyan S.P., the backbone factor of readiness for action is a student-oriented interaction, in which there are psychological formations of personal and interpersonal nature.
Readiness for action is the willingness to show independence, creativity, initiative, responsibility and mutual support.
Formation of independence requires an organization of the learning process, so students obtain to the extraction of knowledge purposefully, develop their ability and necessity to act independently. It is a condition of all human psychophysical systems that ensure effective implementation of certain actions. The structure of the psychological readiness to act is a complex multi-level education. There are two approaches to the essence of psychological readiness: functional and personal.
In result there is a new psychological problem - the formation of students’ psychological readiness to master new information technologies. This problem is integrative in nature and involves the formation of readiness at various levels:

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  information availability (accumulation of knowledge, personal experience);
  
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  intellectual (cognitive development, creativity as the property of the person);
  
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  motivational (formation of achievement motivation, learning motivation, self-motivation).
  

Terms of willingness to learn new information technologies, we understand as a set of psychological and pedagogical conditions that shape the student's ability to use accumulated personal and educational potential optimally, to carry out a reflection process of knowledge acquiring, develop their own personality, seeing himself as a subject of the educational process.
Concerning entertaining as a source of learner’s motivation , computer's capabilities are truly inexhaustible, and the main problem lies in the fact that this entertaining should not become a prevailing factor in the use of computer and do not obstruct learning objectives.
Valeological aspect is related to the definition of the conditions and requirements that contribute to health preservation in the process of student’s activities in the educational information environment. It is necessary to characterize an impact of information and communication technologies on intellectual activity of students. However, we must consider an impact of information technology on brain development and mental health of students. Ways to overcome negative effects associated with usage of new information technologies in education are a thorough psychological justification for every action in a computer training program; increased focus on substantive correctness; usage of game forms of training.
Learner’s willingness to learning conditions in the information educational environment depends on information culture, creativity, responsibility, ability to continuously update the knowledge and skills to use information and communication technologies for educational purposes and psychological component necessary for effective interaction with classmates and teacher.
Effective usage of information and communication technologies in the educational process may be performed if following didactic conditions are accomplished:

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  provision of an opportunity to work on a computer and use a variety of peripheral devices for each student;
  
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  developed PC software contributes to the formation of professional abilities, in accordance with identified didactic capabilities;
  
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  implemented method of use of computers in the process of formation of professional abilities, ensuring the inclusion of a learner in the "ahead" of the professional activity, developed on the basis of didactic principles: scientific, systematic and coherence, visibility, accessibility, communication training with life, awareness training, the implementation of a differentiated approach and continuity in learning, unity, training and development, as well as co-operation - co-creation in the process of formation of professional skills;
  
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  to provide teacher’s readiness to implement developed technique using a computer in the process of professional abilities formation.
  

Self-learning methods are highly developed on the basis of modern information and communication technologies. New technologies have led to the development of a variety of methods where a student interacts with educational resources with minimal involvement of teacher and other students.
Learner’s individual work intensification within the paradigm “computer-learner” is supported by sufficient software, main constituent part of which is educative-controlling program. Due to consistent interaction between computer and learner, system characteristics of new paradigm will be defined by quality of educative-controlling program and ways of its application on condition that learner acts, because he is interested in his action’s results. In order to do this problem situations should be designed, as learner could use his knowledge, predominantly – newly accepted. If herewith he/she solves a problem, satisfaction, proud and solemnity will be displayed before the proof of rational analysis. In other words, constant “computer-learner” interaction should be emotionally positive (in order to motivate here and now), however negative on errors (needs correct answers) and on answers quickness.
To conclude with, we should understand that if we want to use all affluence of ICT’s didactic facilities, system approach should be implemented, i.e. “this direction means technology of educational process – development and implementation of computer-informational learning models, combining a machine and human. It will lead to changes of learning contents, review of educational process methods and organizational forms, composition of full courses, founded on usage of informational and communicational technologies of education, that finally will raise education to qualitatively high level” (Mogilev A.V, 2004)

Summarizing the results of this part, we formulate the essence of "computer - learner" paradigm as follows.

A new paradigm is a purposeful system of complex psycho-physiological interactions of the subject (learner) with artificially created foreign language environment, subject is able to perceive, to meet the needs and reflect in a given volume of knowledge, through the revitalization and expansion of his intellectual capacities in the educational process.
CHAPTER III. PROSEDURES AND PROCESS
A. RESEARCH PLAN
III.1. Statement of purpose

1.