Jeremy Harmer says that: " The use of videotapes has been a common feature in language teaching for many years(...). To some people videotape is merely a glorified version of audiotape (...). But there are many reasons why video can add a special, extra dimension to the learning experience (...). One of the main advantages of video is that students do not just hear language, they see it too. Thus we can observe how intonation can match facial expression (...). Video uniquely allows students a look at situations far beyond their classrooms. This is especially useful if they want to see, for example, typical British 'body language' when inviting someone out (...)". (p.282). The best alternative is:
Videos are not essential in the classroom as they are "merely a glorified version of audiotape, and the use of video in class is just listening 'with pictures'.
Paralinguistic features, such as intonation, make it difficult for the learner to deeply interpret texts.
The use of video activities has just been implemented in the classroom.
When showing a video, it is not important to call the student's attention to cultural behaviour.
Showing videos in class is particularly important if the teacher wants to raise his/her students' cross-cultural awareness to things such as 'the body language' used by native speakers.
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