Content: Introduction Main part

1. The potential of ICT in creating foreign language competence of students of universities when learning foreign language.
The potential of ICT in creating the foreign language competence of students of universities when learning a foreign language. One of the effective ways to improve the quality of teaching foreign languages is the informatization of education. The use of ICT in learning a foreign language helps to intensify and personalize learning, promotes interest in the subject, makes it possible to avoid subjective assessment. In addition, the ICT contribute to overcoming the psychological barrier of students to the use of a foreign language as a means of communication. It should be noted that ICT is both a material supply means and the controlling means. New technologies make it possible to individualize the learning process in the pace and depth of the course. Such differentiated approach gives a great positive, because it creates the conditions for the success of every student, causing the students' positive emotions, and thus affects their learning motivation. In contrast to conventional techniques while using interactive forms of teaching a student itself becomes the main acting figure and itself opens the way to assimilate knowledge. The teacher in this situation acts as an active assistant, and his main function is to organize and promote the learning process. Thus, the following digital resources can be effectively used at foreign language lessons: Power Point presentation (PP), tests, training programs on CD-ROM, online tutorials, educational Internet resources. In our opinion, multimedia presentations, e-learning software and educational Internet resources are of great educational potential, the description of which we shall discuss in detail. Here we should emphasize that each teacher applying ICT on foreign language lessons, should be aware that any educational technology should meet the following methodological requirements:

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  conceptuality: the scientific concept that includes psychological and socio-pedagogical substantiation of the
  
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  achievement of educational goals;
  
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  consistency: the presence of all characteristics of the system (the logic of the process, interrelation of all its parts, integrity);
  
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  efficiency: ensuring results that match educational standards;
  
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  flexibility: the ability of variations in the content to ensure comfort and freedom of interaction between the
  
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  teacher and students with the specific pedagogical reality;
  
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  dynamics: the possibility of development or transformation of technology;
  
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  reproducibility: the possibility of the use of technology by other teachers in this educational institution or in others.
  

As a result, a comprehensive study found that the most effective for the development of linguistic and communication competence of students are the following types of ICT: PowerPoint presentation, correspondence by e-mail, training programs on CD-ROM and internet resources. According to the analysis of modern methods of teaching foreign languages in Uzbekistan Universities we can state that presentations are widely used by teachers of high school for teaching foreign languages. They are convenient for both teachers and students. Original teaching materials of presentations captivate, motivate, and direct students in a successful outcome. Educational potential of MMPs can be effectively used at the lessons of foreign languages for the implementation of visual support while speech training. The PP (Power Point) program and its product (MMP) have a number of properties that distinguish them from traditional means of representation clarity. These include interactivity (the ability to change and make the necessary changes to the same presentation); multimedia (the use of complex effects for information representation such as text, sound, graphics, animation, video one of the technical means); comprehensive.