В настоящее время объектом активного изучения лингводидактики стало

Pre-viewing activities activate students’ prior knowledge and 
raise their expectations relating to the context of the video. At this 
stage a teacher can prepare vocabulary lists, reading texts, and 
comprehension questions about video so students will start 
presenting what they know about the topic. 
Viewing activities give students practice in both content-based 
and form-focused tasks that require them to use top-down and 
bottom-up processing. Activities include answering multiple-choice 
questions, filling in the blanks, drawing inferences, and listening to 
the gist (activities suggested by Antonini, 2004).
During this stage it is necessary for a teacher to observe 
students’ reactions and reveal if they understand the video fragment 
or not. If they don’t understand a teacher shows the fragment again.
Post-viewing activities give students an opportunity to evaluate 
and comment on the video and associated activities. Students 

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answer various open-ended questions about the video in terms of 
their personal enjoyment and the relevance of the content. At this 
stage they are required to reflect and write about the context of the 
video, which encourages them to think critically about the subject. 
Meaningful experience was described by J. Pino-Siva & C. Mayora 
(2004). Where first students write their comments in their native 
language, then they are required to express themselves progressively 
in the target language. But in our view the preference to comments 
should be written in the target language.
Post-viewing activities presuppose discussions in small groups 
on the issues of the linguistic forms and cultural concepts used by 
the native speakers, or problem-solving activities, or doing a project 
work.
Computer-station assessment means automatically evaluation 
of students’ performance on grammar, listening and comprehension 
lessons. Students answer tests on the screen and receive their score 
as soon as they finish. They then have a chance to check which of 
their answers are correct and which are wrong. 
At the end of each video lesson, students receive the answer 
keys for the worksheets they completed and have the opportunity to 
correct their mistakes and monitor their progress; this material is 
kept as a portfolio and is evaluated once every term on criteria that 
include the number of worksheets completed, the completeness of 
the work, the quality of self-correction, and special credit for the 
substance of students’ comments in the post-viewing section.