The approaches to teaching language well have undergone major changes and heated debates in the field of second language acquisitions

1.2. Advantages of the audio-visual materials based on video in ELT classroom
Video is of course used to develop different skills at different times, and in addition, any rigid division of skills is artificial. Nevertheless, Table 7 illustrates that video is found most helpful in developing aural/oral skills, particularly listening skills. Video is also used to heighten awareness of nonverbal signals and appropriate behaviour. Interpreting language skills in the broadest sense, video is considered useful for stimulating the ability to interpret the interaction of receptive and productive skills within a total context, and to act appropriately. This alerting of powers of observation and assimilation may be termed affective skills. Video is occasionally used as a stimulus to practising reading and writing skills, but is not thought to be particularly useful in these areas. The way the video component is handled within the lesson naturally varies widely, depending on the student group, the type of video material and the function it is expected to fulfil. The video had three roles, therefore. First of all, it beautifully contextualized the new teaching items. Secondly, it 'offered a ready context for review of material that had already been practised under careful control. Thirdly, it enhanced student motivation by varying the classroom activity. The use of video or film can play a very important role, in that this, more effectively than any other medium, pushes back the walls of the classroom and shifts the forces of the lesson to the world outside'
Reading and Writing
It is difficult to see how video could be used to improve a learner's ability to read and write which a textbook could not do as well or better. The training of these two abilities involves exposure to large units of discourse in texts and practice in decoding and encoding their rhetorical structure. Video cannot provide exposure of this sort to a large body of text. However, the more 'mechanical' reading skills such as those mentioned by Ewer may be trained using video. Many non-native readers have difficulty in hand manipulation and left-to-right eye movement in the early stages of reading and writing and Sherrington has suggested techniques for training these skills.
Notice that the role of video here is not to teach note-taking skills as such, but to present a realistic verbal and nonverbal context in which the activity of note-taking may take place. Bearing in mind what was said above about an integrative methodology for teaching skills, a learning cycle might take the following form:
-listening to/watching a video-taped lecture/talk
-at the same time taking notes
-completing various note-taking exercises
-follow-up discussion of the notes in pairs/groups
-possible writing-up of notes into a full report.