В настоящее время объектом активного изучения лингводидактики стало

 
2. Information-communication technologies 
Within the last period we have been witnesses of a social media 
revolution which enables people to communicate in cyberspace 
through aural, visual, and written discourse. FL teachers today need 
to be not only computer literate but to have professional con fidence 

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in using Information-communication technologies (ICT) and 
resources adequately and methodologically correctly.
Undoubtedly, ICT opens new perspectives for FL teachers 
because they expand the classroom context, setting up international 
partnerships and virtual language communities, it provides access to 
authentic and up-to-date materials in different modes – texts, 
multimedia, streaming TV, podcasts and more exposure to native 
speakers through online systems, etc. It is important for teachers to 
know how technologies are embedded into a teaching process to 
make it truly effective.  
We employ information-communication technologies to:
1) enhance teaching and learning by: 
• using a range of technologies to provide different learning styles; 
• using technology to enable learners to collaborate with peers and 
other partners. 
2) improve management for: 
• learning and teaching, reusing and adapting documents; 
• access and share information and enhance our personal knowledge 
of FL and understanding of professional issues around the subject.
3) improve assessment and reporting by: 
• recording learner achievement and attainment electronically, 
tracking students’ progress and using the information in assessment 
for FL learning; 
• communicating with parents or peers electronically through e-mail 
and a school/lyceum/college learning platform. 
Teachers can provide learners with access to native speakers 
and authentic language situations through the Internet and they also 
facilitate communication in the target language with their peers in 
this and other countries. Students usually exchange e-mails, or use 
social networking sites, such as Think-Quest for collaborative work, 
discussion forums and to build friendships. E-mail, blogs and 
learning platforms are all tools used by the 21
st
century teacher to 
communicate with students, providing feedback or guidance. 
Throughout the years multimedia technology for FL learning 
in Uzbekistan has had demonstrably positive results, and so its 
integration with the all stages of FL educational curricula is a 
logical step. 

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The benefits of using multimedia technology in the EL 
classrooms are described by Mayora (2006:16) in her article 
“Integrating Multimedia Technology an a High School EFL 
Program” as follows: 
- allow students to work individually at a computer station, at their 
own pace, and according to their own needs; 
- help teachers to deal more effectively with a large group of 
students; 
- make the introduction and presentation of content more dynamic 
and attractive for students; 
- increase students’ motivation thanks to interactive nature of 
activities; 
- train students to self-monitor and self-assess their progress, which 
promotes autonomous learning; 
- promote a task-based approach to learning; 
- allow students to experience a real-life and communicative 
meaningful language situations and contexts; 
- introduce a variety of printed, audio, and visual materials that 
match different students’ learning styles and preferences. 
A lot of researches (Anderson, 2003; Belz, 2002; Dudeney, 
2000; Jonassen, 2000) have proved that with the rapid development 
of Internet, computer use in classroom also offers additional 
possibilities for designing communicative tasks and activities that 
build around computer-mediated communication, including the 
ability to interact in real life with oral and written communication, 
to conduct information searches to find attractive and meaningful 
material, and to engage in distance learning and e-learning. Without 
doubt the computer education has been already developed with wide 
implementation of ICT in all spheres of human life.