Q2 of 6 Scott Thornbury

Karenne Sylvester from Stuttgart, Germany asks:
1. You are talking a lot about this management of technology rather than the management of learning. But I don't see these as not co-existing. There is a lot of work that we are doing with technology that sort of takes 5 min classtime and then opens up into huge level of learning for an hour half. I am not entirely sure about this resistence to the manangement of technology.
2. What I found in my experience that course textbooks are very very heavy in terms of listening, reading and writing activities or forced roleplay activities, which are very unnatural speaking activities and we spend 75% of the the time in listening and speaking, natural speaking and listening activities, so... (finish up for me)
Scott: your question is, cause I'd said in my book and you quoted me there, speaking rarely happens on its own it is always in conjunction with other skills especially listening, so your question was what kind of balance or in your opinion, how much time should be spent in developing listening, reading and writing skills in situations with the learners' focuses on becoming fluent communicators.
[Q from wiki: From Rivers in Teaching foreign language skills, 1981: adults spend 40-50% listening, 25-30% speaking, 11-16% reading and 9% writing.]