Introduction

The present work describes the analysis about adjustment of a lecture of 24 lines
about the role of woman in the United States where a student of English read the
article and was analyzed. First, in the recording was identified the adjustment
realized for the student of the English, second, the lecture was analyzed and were
identified the principal adjustments and the last, in the lecture was realized a
comparison between the first and the second analysis.

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 Analysis

The student is a student of English; he has 2 years studying English on the

Universidad de Costa Rica. He realized the lecture of article completely in 1 minute
30 seconds; he realized the pauses for punctuation marks correctly, for example in
comma, period and others. Also, the pause between words was more pronounced
and the result was an increment in the time of duration that the student obtains for
to end the lecture, normally the student read 3 word and applied pause.

The linking consonant + vowel was the most applied for the student, the line 1 and
2 are examples of this, the student realized two linking consonant + vowel in each
line but this number represent just the 50% of linking consonant + vowel of each
line. Other adjustment that realized the student was the linking vowel + vowel, the
line 2 and 5 are examples for this, where the 90% of the adjustments were applied
for the student. The resyllabification was realized for the student the 70% of the
occasions. For last, the linking for two identical consonants was realized 0%, in the
line 3 and 4 there are repetition of letter “n” and the student separated the 2 word
and he applied pause between the two words when the first word ends with “n” and
the second word started with “n”.

Other adjustment is the assimilation, where there are 2 kinds of assimilations; first,
the progressive assimilation of the line 2 and 22, the student realized the 100% of
the progressive assimilation of the verbs on the past. The second kind is
regressive assimilation where the student did not realize this adjustment. He
student selected to do a pause between the words for to pronounce completely
both words, for example: in the line 5 women + made need realized progressive
assimilation for to pronounce more easily.

Besides of the before adjustments, exist other very important: deletion, this
adjustment was 0%, the student did pronounced any deletion words with workforce
in line 4 where the letter “k” had that to be deleted, other example is in the line 18
where is necessary delete the “t” in the word “cents”. The aphesis is another kind
of deletion the line 14 in the word “because”, the student pronounce every word

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and in this case just was necessary pronounce “cause” because the syllable “be”
must be delete.

For last, the flap was pronounced for the student 0%, in contrast the student
pronounce flap with the “t” in every article “the” when this article had vowels after
and before, for example in the line 17: “share the” the student read /ʃɛr ri/ when the
correct pronounce is /ʃɛr ði/. The flap is used when sounds /t, d, tt, rt, rd, dt/ is
between vowels, for example in line 10 with the word “leadership” and the
pronunciation is /lirərˌʃɪp/.

The annexed contained the analysis that was identified with the recording of the
student and this was identified every adjustment that student realized, that same
annexed show the principal adjustments identified with green pencil and of the
orange pen are the number of line.

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 Conclusion

This analysis show the adjustment that student did not pronounce when he read
the article, the student need more experience because he just has two years
studying English, he needs practice the lecture for read with more fluency and
apply more adjustments for he can read more quickly. If he uses linking and
deletion, he will able to read the same text in low time; also is very important that
student practices and studies the flap because he uses the flap in cases where in
not suitable to use.

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Annexed