Previewing makes the material (linguistic and non-linguistic) of the video segment more readily accessible to the learner by:
Introducing new concepts (lexical, grammatical, functional, cultural, etc.) before the first viewing of the segment;
Providing background information to help the learner develop native-like schemata or "prior text" to understand video material (basis for cultural literacy);
Preparing the learner to comprehend the material without giving away the "punch" of the segment.
4.Task Viewing
Task viewing guides the learner in peeling away the various layers of the video segment, to discover and master the linguistic, paralinguistic, and cultural material contained in it. Task viewing involves:
Having students view and review the video material in order to solve the assigned task.
Focusing the learner's attention on relevant elements in the segment.
Organizing and structuring the viewing to make the material memorable and relevant, not testing his/her memory.
Maintaining the integrity of the original segment.
5.Follow-Up
Follow-up activities help the learner understand the broader application of the material covered in the segment by:
Adding to or building on the layers of information presented in the video.
Extending the frame of usage of the material already learned.
Providing additional material to complete or supplement the portrait created by the video material [3, p.p. 17-25].
In conclusion, teaching media is very important. Without application of teaching media in classroom, none of learning theory principles could be fulfilled.
