[apostila] inglÊs instrumental.pdf
Post on 14-Apr-2018
250 Views
Preview:
TRANSCRIPT
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
1/71
Prefcio
Esta apostila contm duas unidades que explicam as tcnicas de leitura
e recursos gramaticais utilizados para uma eficiente leitura de textos em ingls,
para a maior fixao e incio de treinamento na leitura da lngua, foram
adicionados como anexos exerccios do cotidiano em pesquisas de pginas da
internet , livros tcnicos da rea e de artigos cientficos de matrias j estudadas.
Bom estudo e Good Luck!
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
2/71
1
Unidade I
Tcnicas de Leitura
As tcnicas de leitura, como o prprio nome diz, vo nos ajudar a ler um texto.
Existem tcnicas variadas, mas veremos as mais utilizadas. Ao ler um texto em Ingls,
lembre-se de usar as tcnicas aprendidas, elas vo ajud-lo. O uso da gramtica vai ajudar
tambm.
As principais tcnicas so: a identificao de cognatos, de palavras repetidas e de
pistas tipogrficas. Ao lermos um texto vamos, ainda, apurar a idia geral do texto (generalcomprehension) e utilizar duas outras tcnicas bastante teis: skimming e scanning.
a) Cognatos
Os cognatos so palavras muito parecidas com as palavras do Portugus. So as
chamadas palavras transparentes. Existem tambm os falsos cognatos, que so
palavras que achamos que tal coisa, mas no ; os falsos cognatos so em menor
nmero, estes ns veremos adiante.
Como cognatos podemos citar: school (escola), telephone (telefone), car (carro),
question (questo, pergunta), activity (atividade), training (treinamento)... Voc
mesmo poder criar sua prpria lista de cognatos!
b) Palavras repetidas
As palavras repetidas em um texto possuem um valor muito importante. Um autor
no repete as palavras em vo. Se elas so repetidas, porque so importantes
dentro de texto. Muitas vezes para no repetir o mesmo termo, o autor utilizasinnimos das mesmas palavras para no tornar o texto cansativo.
c) Pistas tipogrficas
As pistas tipogrficas so elementos visuais que nos auxiliam na compreenso do
texto. Ateno com datas, nmeros, tabelas, grficas, figuras... So informaes
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
3/71
2
tambm contidas no texto. Os recursos de escrita tambm so pistas tipogrficas.
Por exemplo:
... (trs pontos) indicam a continuao de uma idia que no est aliexposta;
negrito d destaque a algum termo ou palavra; itlico tambm destaca um termo, menos importante que o negrito; (aspas) salientam a importncia de alguma palavra; () (parnteses) introduzem uma idia complementar ao texto.
d) General ComprehensionA idia geral de um texto obtida com o emprego das tcnicas anteriores.
Selecionando-se criteriosamente algumas palavras, termos e expresses no texto,
poderemos chegar idia geral do texto.
Por exemplo, vamos ler o trecho abaixo e tentar obter a general comprehension
deste pargrafo:
Distance education takes place when a teacher andstudents areseparated
by physicaldistance, andtechnology (i.e., voice, video anddata), often in concert
withface-to-facecommunication, is usedto bridge the instructionalgap.
From: Engineering Outreach
College of Engineering University of Idaho
A partir das palavras cognatas do texto (em negrito) podemos ter uma idia geral do
que se trata; vamos enumerar as palavras conhecidas (pelo menos as que so
semelhantes ao Portugus):
distance education = educao a distncia students = estudantes, alunos separeted = separado physical distance = distncia fsica technology = tecnologia
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
4/71
3
voice, video, data = voz, vdeo e dados (ateno: data no data) face-to-face communication = comunicao face-a-face used = usado (a) instructional = instrucional
Ento voc poderia dizer que o texto trata sobre educao a distncia; que esta
ocorre quando os alunos esto separados fisicamente do professor; a tecnologia
(voz, vdeo, dados) podem ser usados de forma instrucional.
Voc poderia ter esta concluso sobre o texto mesmo sem ter muito conhecimento
de Ingls. claro que medida que voc for aprendendo, a sua percepo sobre otexto tambm aumentar. H muitas informaes que no so to bvias assim.
e) Skimming
skim em ingls deslizar superfcie, desnatar (da skimmed milk = leite
desnatado), passar os olhos por. A tcnica de skimming nos leva a ler um texto
superficialmente. Utilizar esta tcnica significa que no precisamos ler cada
sentena, mas sim passarmos os olhos por sobre o texto, lendo algumas frases aqui e
ali, procurando reconhecer certas palavras e expresses que sirvam como dicas na
obteno de informaes sobre o texto. s vezes no necessrio ler o texto em
detalhes. Para usar esta tcnica, precisamos nos valer dos nossos conhecimentos de
Ingls tambm.
Observe este trecho:
Using this integrated approach, the educators task is to carefully select
among the technological options. The goal is to build a mix of instructional media,
meeting the needs of the learner in a manner that is instructionally effective and
economically prudent.
From: Engineering Outreach
College of Engineering University of Idaho
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
5/71
4
Selecionando algumas expresses teremos:
integrated approach = abordagem (approach = abordagem, enfoque)integrada
educators task = tarefa (task = tarefa) do educador s significaposse = do
tecnological options = opes tecnolgicas (tecnological adjetivo) goal = objetivo a mix instrucional media = uma mistura de mdia instrucional.
Com a tcnica do skimming podemos dizer que este trecho afirma que a tarefa do
educador selecionar as opes tecnolgicas; o objetivo ter uma mistura de
mdias instrucionais de uma maneira instrucionalmente efetiva e economicamente
prudente.
f) Scanning
Scan em Ingls quer dizer examinar, sondar, explorar. O que faz um scanner?
Uma varredura, no ?! Logo, com a tcnica de scanning voc ir fazer uma
varredura do texto, procurando detalhes e idias objetivas. Aqui importante que
voc utilize os conhecimentos de Ingls; por isso, ns vamos ver detalhadamente
alguns itens gramaticais no ser Estudo da Lngua Inglesa.
Olhe este trecho:
Teaching and learning at a distance is demanding. However, learning will
be more meaningful and deeper for distant students, if students and their
instructor share responsibility for developing learning goals: actively interacting
with class members; promoting reflection on experience; relating new information
to examples that make sense to learners. This is the challenge and the opportunity
provided by distance education.
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
6/71
5
Poderamos perguntar qual o referente do pronome their em negrito no
trecho?Utilizando a tcnica de skimming, seria necessrio retornar ao texto e
entender a sentena na qual o pronome est sendo empregado. Their um
pronome possessivo (e como tal, sempre vem acompanhado de um substantivo) da
terceira pessoa do plural (o seu referente um substantivo no plural). A traduo de
their instructor seria seu instrutor . Seu de quem? Lendo um pouco para trs,
vemos que h students; logo conclumos que their refere-se a students, ou seja,
instrutor dos alunos.
g) Prediction:
a atividade pela qual o aluno levado a predizer, inferir o contedo de um texto atravs do ttulo
ou de outros elementos tipogrficos, como ilustraes, por exemplo. Sendo uma atividade do tipo
pr-leitura, a prediction contribui para estimular o interesse e a curiosidade do aluno pelo contedo
de um texto que o tpico sugere.
Quanto mais cultura geral (background knowledge) tiver o leitor, mais fcil ser a suaprediction. Tomemos como exemplo o ttulo "ecologia". Um leitor com um conhecimento razovel
poderia ordinariamente predizer sobre o assunto listando palavras como: Meio-ambiente Poluir
Desastroso Poluentes Matar Devastao Poluio Florestas tropicais Animais em extino Proteger
Protestos Chuva cida Produtos qumicos: Natureza Reflorestar Envenenar Etc... Estas palavras
poderiam at no fazer parte do texto, mas muito provvel que faam. Observe agora o mesmo
ttulo em ingls e avalie o grau de dificuldade comparado com aquele em portugus.
h) Critical Reading:
Ao final de cada leitura, o bom leitor deveria estar atento para tudo o que lhe foi transmitido atravs
do texto, procurando avaliar o contedo do mesmo mediante perguntas tais como: O texto
interessante?...por que? A leitura do texto acrescentou algo novo aos seus conhecimentos? O texto
foi apresentado de modo objetivo, superficial, profundo, confuso..? Voc discorda ou concorda com
as idias do autor? O autor foi imparcial ou tendencioso? Voc conseguiu captar alguma Segunda
intenso nas entrelinhas do texto? Voc acrescentaria algo que no foi mencionado?
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
7/71
6
j) Contextual Reference:
Normalmente existem no texto elementos de referncia que so usados para evitar repeties e parainterligar as sentenas, tornando a leitura mais compreensvel e fluente. Esses elementos aparecem
na forma de pronomes diversos: Pessoais: he, she, it, they, etc. Demonstrativos: this, that, those,
such; Relativos: who, whom, whose, that, which; Adjetivos possessivos: his, her, our. Veja
alguns exemplos abaixo:
- I asked my students why they had chosen the ESP course.
- This description is very simple. It follows a diagram in numbered stages.
- Geologists use explosive charges and seismic refraction to find oil storages. These
techniques have proved to be successful in the desert.
Texto 1
LOS ANGELES Come summer 2006, Warner Brothers Pictures hopes to usher
Superman into thousands of theaters after a 19-year absence. But given the tortured
history surrounding that studios attempts to revive Superman, the forerunner of
Hollywoods now-ubiquitous comic-book blockbusters, the Man of Steels arrival would benothing short of a miracle. Since Warner began developing a remake of the successful
comic-book franchise in 1993, it has spent nearly $10 million in development, employed no
fewer than 10 writers, hired four directors and met with scores of Clark Kent hopefuls
without settling on one. The latest director Bryan Singer, who directed X-Men and its
sequel, was named on July 18 to replace Joseph McGinty Nichol, known as McG, who left
the project after refusing to board a plane to Australia, where the studio was determined to
make the film.
The New York Times, July 22, 2004.
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
8/71
7
Texto 2
[In: Antunes, Maria Alice. Insight. So Paulo: Richmond Published, 2004. pg. 289.]
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
9/71
8
Unidade II
Grupos Nominais I
Grupos nominais so expresses de carter nominal em que prevalecem os substantivos e
adjetivos, cuja ordem na frase ordinariamente no corresponde ao portugus. Observe os exemplos
a seguir e note que a disposio das palavras na traduo no correspondente ao ingls: A
charismatic leader Black Africa Um lder carismtico frica negra South American Societies
Brazil's high cost of living Sociedades da Amrica do Sul O alto custo de vida do Brasil Sempre
existe no grupo nominal uma palavra mais importante (headword), que normalmente um
substantivo, como voc pode ver nos exemplos acima: leader, Africa, societies, cost.
Voc tambm notou que em torno das headwords orbitam outras palavras, como adjetivos,
advrbios ou mesmo outros substantivos, que so chamados modificadores (modifiers). Vejamos
outros exemplos e a posio das headwords e dos modifiers: The economic crisis. Affixation: Como
voc sabe, existem palavras que so derivadas atravs de afixos (prefixos e sufixos) e que esses
afixos podem alteram a classe gramatical das palavras, ou o seu sentido. Por isso, reconhec-las e
saber o seu significado, representa um valioso recurso adicional da compreenso do texto. Ento
vejamos: Inadequate (inadequado), Disconnect (desligar), Brazilian (Brasileiro), Formation
(formao), Inconstitucional (inconstitucional). Grande parte dos afixos em Ingls so semelhantes
ao Portugus devido sua origem grega ou latina, conforme os exemplos acima. Devemos ter em
mente, porm, que muitos outros no possuem a mesma origem e so, por isso, mais difceis de
compreender.
Unhappy (infeliz), Underground (subsolo), Misunderstanding (desentendimento), Useful (til),
Useless (intil), Wisdom (Sabedoria), Unforgetable (inesquecvel). Quando acrescentamos um
sufixo, a palavra geralmente muda sua classe gramatical, sem alterar o significado.
Palavra Classe gramatical Significado
General Adjetivo Geral
Generally advrbio Geralmente
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
10/71
9
No caso do prefixo, torna-se uma nova palavra, porm sem alterar a classe gramatical.
Palavra Classe gramatical SignificadoFunction substantivo funo
Disfunction substantivo disfuno
Form verbo formar
Reform verbo reformar
[http://www.vestibular1.com.br/revisao/dicas_ingles_II.doc]
Grupos Nominais II
Um grupo nominal um grupo de palavras formado por um substantivo e seus
modificadores que podem ser artigos, numerais, quantificadores, pronomes e/ou adjetivos,
por exemplo. O substantivo o ncleo semntico, ou seja, a palavra-ncleo ou chave
(headword=H) e os demais elementos so modificadores (modifier= M). Um dos desafios
em seu reconhecimento que a grafia da palavra a mesma, mas a ordem em que ela
colocada pode trazer significados diferentes. Observe:
1) ... the master control program
1 2 3 4 (H)
2) ... the master program control
1 2 3 4 (H)
Em 1 a palavra program que recebe os modificadores ao passo que em b a
palavra control que recebe os modificadores. Essa diferena significativa, pois o assunto
diferente apesar da palavra estar escrita de forma idntica. No entanto, em Ingls, a
ORDEM significativa. Ela tem significado. Conforme exemplos, a ltima (da esquerda
para a direita) palavra da cadeia a palavra principal, ou seja, ela diz o que a coisa ,
enquanto que as precedentes apenas descrevem o item. Para se entender o significado
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
11/71
10
destes grupos nominais em ingls, preciso ler a fila de palavras de trs para frente. Na
leitura teramos:
1) ... the master control program
4 3 2 1 (H)
2) ... the master program control
4 3 2 1 (H)
Os grupos nominais formam assim unidades de significado que podem se combinar
em sentenas. Para permitir a construo de seqncias lineares h elementos quefuncionam como elos de ligao:preposies. Observe a frase a seguir:
A three-dimensional TV picture over a huge wooden box in the empty
room.
A palavra dentro do crculo caracteriza a cpsula verbal (appears) que ao
identificada pode ser separada e classificada de acordo com as frmulas no quadro de
formas verbais estudado anteriormente. Conforme o referido quadro : sentena=
S+V(s)+C= Presente simples). Essa diviso reduz a sentena a trs segmentos principais, a
saber: S +V+ C. Com o propsito de leitura e entendimento, o que resta pode ser
subdividido ainda em grupos nominais tendo as preposies como elementos separadores
de unidades de sentido. Cada subdiviso por sua vez formada de uma palavra-ncleo (N)
e modificadores (M) e o elemento de ligao (preposio) entre elas chamado de
LINKER (L) pela funo de ligao sinttica e semntica que exerce. Observe a mesma
frase aps a subdiviso e identificao de termos (o smbolo indica a separao entre ostermos).
A three-dimensional TV picture appears over a huge wooden box in the empty room.
m m m H V L m m m H L m m H
appears
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
12/71
11
O conhecimento da cpsula verbal e do grupo nominal fornece uma melhor noo
de como as palavras se organizam em sintagmas para veicular mensagens. O
reconhecimento das partes constituintes da cpsula verbal e do grupo nominal,
respectivamente, tambm d condio de analisarmos a hierarquia entre os elementos
quando se trata do entendimento textual. Tendo claro o objetivo de leitura, a viso dessa
hierarquia decisiva como critrio para a busca de palavras no dicionrio.
[http://www.fesppr.br/~elizabeth/apostila-parte%201/apostilaFESPfinal.doc]
Grupos Verbais
(PRESENT TENSE)
Opresent tense do verbo be (ser/estar) tem as seguintes formas:
na afirmativa:
Full Form Short Form SignificadoI am I'm eu sou / estou
you are you're tu s / estshe is he's ele / estshe is she's ela / estit is it's ele(a) / estwe are we're ns somos / estamosyou are you're vs sois / estaisthey are they're eles(as) so / esto
na negativa:
Full Form Short Form Short Form
I am not I'm notyou are not you aren't you're nothe is not he isn't he's notshe is not she isn't she's notit is not it isn't it's notwe are not we aren't we're notyou are not you aren't you're notthey are not they aren't they're not
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
13/71
12
na interrogativa: na interrogativa negativa:
Full Formam I?are you?is he?is she?is it?are we?are you?are they?
Full Form Short Formam I not? aren't I?are you not? aren't you?is he not? isn't he?is she not? isn't she?is it not? isn't it?are we not? aren't we?are you not? aren't you?are they not? aren't they?
2 As formas contradas do verbo be na afirmativa nunca ocorrem no fim de uma frase:
Example SignificadoAre you a student?Yes, I am. / Yes, I'm.
s estudante?Sim, sou.
Is he English?Yes, he is. / Yes, he's.
Ele ingls?Sim, ele .
Do you know where she is?
Do you know where she's?
Sabes onde ela est?
3 Emprega-se o verbo be para:
(a) identificar pessoas ou algo:
Example SignificadoWho is it? It is John. Quem ? o Joo.
What is that? It is a pen. O que aquilo? uma caneta.
(b) descrever o estado fsico ou mental:
Example SignificadoI am tired. Estou cansado.They are tall. Eles so altos.She is happy. Ela est feliz.He is angry. Ele est zangado.
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
14/71
13
(c) falar sobre profisses:
Example SignificadoHe is a doctor. Ele mdico.She is an architect. Ela arquiteta.They are(1) mechanics. Eles so mecnicos.John and I are(1) teachers. Eu e o Joo somos professores.
(1) No se utiliza o artigo indefinido a(n) no plural.
(d) falar sobre a idade:
Example SignificadoMary is(2) ten (years old).(3) A Maria tem dez anos.The house is(2) ten years old. A casa tem dez anos.
(2) bastante frequente os estudantes portugueses da lngua inglesa empregarem o verbo tohave (que incorreto) em vez do verbo be para fazer referncia idade de pessoas ou algo.(3)years oldpode ser omitido quando se refere idade de pessoas.
(e) falar sobre o tempo, horas, preos, etc.:
Example SignificadoIt is cold today. Hoje est frio.It is three o'clock. So trs horas.It is 10. So 10 libras.
(f) falar sobre posses:
Example SignificadoThis is my book. Este meu livro.
This is mine. Este meu.This is John's. Este do Joo.
(g) falar sobre a localizao:
Example SignificadoShe is in the bedroom. Ela est no quarto de dormir.Lisbon is in Portugal. Lisboa fica em Portugal.
[http://www.grammarnet.com/ghtml/presbe.htm]
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
15/71
14
Texto complementar 3:What is a Computer Processor?
The computer memory or computer RAM of a computer is a collection of integrated
circuits that temporarily holds data and program information for the computer to use. When
the computer is shutoff the memory in the computer RAM is erased. There are many
different types of computer memory, but the most common kind that we use in our
desktops today is DDR (Double Data Rate), DDR2, and DDR3 DRAM. The difference
between the 3 variations of DDR is that DD2 has higher clock speeds than DDR, and
DDR3 has an even higher clock speed than the DDR2 computer RAM. A laptop uses the
same kinds of computer memory, but they come in a different packaging called SO-
DIMMS, so be wary when upgrading a laptops memory that you pick you out the right
kind.
[http://stevestechguide.com/what-is-computer-memory/]
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
16/71
15
Opresent tense do verbo there+be (haver) tem as seguintes formas:
na afirmativa:
Full Form Short Form Significadothere is there's h (no singular)there are h (no plural)
na negativa:
Full Form Short Form Short Formthere is not there isn't there's notthere are not there aren't
na interrogativa: na interrogativa negativa:
Full Formis there?are there?
Full Form Short Formis there not? isn't there?are there not? aren't there?
2 A forma contrada do verbo there+be na afirmativa nunca ocorre no fim de uma frase:
Example SignificadoIs there any water?Yes, there is. / Yes, there's.
H gua?Sim, h.
3 Consideremos a frase seguinte:
Example SignificadoA boy is at the door. Est um rapaz porta.
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
17/71
16
O sujeito da frase (a boy) satisfaz duas condies:
indefinido seguido do verbo be (is)
Sendo assim, mais frequente dizer-se em ingls:
Example SignificadoThere is a boy at the door. Um rapaz est (1) porta.
sem alterar o sentido da frase, colocando there no incio da frase e o sujeito (a boy) a seguirao verbo be (is).
Vejamos mais alguns exemplos:
Example Significado(Many people are in the party.)There are many people in the party.
Muita gente h / est na festa.
(Someone is in the kitchen.)There is someone in the kitchen.
Algum est (1) na cozinha.
(A man is smoking a cigar.)
There is a man smoking a cigar.
Um homem est (1) fumando charuto.
4 Quando o verbo be usado para exprimir existncia, a utilizao do there+be necessria:
Example SignificadoThere is plenty of time. H muito tempo.There are a lot of mistakes. H muitos erros.
Repare que estes exemplos no podem ser convertidos como os do ponto anterior:
From ToThere is plenty of time. Plenty of time is.There are a lot of mistakes. A lot of mistakes are.
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
18/71
17
5 Em todos os exemplos anteriores, a palavra there no acentuada. Compare os doisexemplos seguintes, e repare no significado da palavra there:
(a) there no acentuada:
Example SignificadoThere is a girl I would like to see. H uma garota com quem eu gostaria de
falar.
(b) there acentuada:
Example Significado
There is the girl I would like to see. A est a garota com quem eu gostaria defalar.
Repare que o sujeito (a girl) do primeiro exemplo indefinido, e o sujeito (the girl) dosegundo definido.
6 Em linguagem informal, a forma singular there is por vezes empregada para exprimiralgo no plural em vez de there are. Esta forma no singular , no entanto, considerada pormuitos incorreta.
Example SignificadoThere's two boys at the door. Dois rapazes esto (1) porta.
(1) Literalmente, deveria ser h.
[http://www.grammarnet.com/ghtml/presthbe.htm]
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
19/71
18
(PAST TENSE)
Opast tense do verbo be (ser/estar) tem as seguintes formas:
na afirmativa:
Full Form SignificadoI was eu fui / estive (1)you were tu foste / estiveste (1)hesheit
was eleelaele(a)
foi / esteve (1)
we were ns fomos / estivemos (1)you were vs fostes / estivestes (1)they were eles(as) foram / estiveram (1)(1) A traduo (para a lngua portuguesa) da conjugao dopast tense do verbo be apenasum exemplo entre vrias outras possibilidades, estando este tempo verbal dependente docontexto de uma frase.
na negativa:Full Form Short Form
I was not I wasn't
you were not you weren'thesheit
was not hesheit
wasn't
we were not we weren'tyou were not you weren'tthey were not they weren't
na interrogativa: na interrogativa negativa:
Full Formwas I?were you?was he?
she?it?
were we?were you?were they?
Full Form Short Formwas I not? wasn't I?were you not? weren't you?was he
sheit
not? wasn't he?she?it?
were we not? weren't we?were you not? weren't you?were they not? weren't they?
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
20/71
19
2 Emprega-se opast tense do verbo be para:
(a) identificar pessoas ou algo:
Example SignificadoWho was it? It was John. Quem foi? Foi o Joo. /
Quem era? Era o Joo.What was that? It was the dog. It wastrying to jump over the fence.
O que foi aquilo? Foi o co. Estava a tentarsaltar por cima da vedao.
(b) descrever o estado fsico ou mental:
Example SignificadoI was tired. Eu estive / estava cansado(a).They were tall. Eles(as) eram altos(as).She was happy. Ela esteve / estava feliz.He was angry. Ele esteve / estava zangado.
(c) falar sobre profisses:
Example Significado
He was a doctor. Ele foi / era mdico.She was an architect. Ela foi / era arquiteta.They were (2) mechanics. Eles foram / eram mecnicos.John and I were (2) teachers. Eu e o Joo fomos / ramos professores.
(2) No se utiliza o artigo indefinido a(n) no plural.
(d) falar sobre a idade:
Example Significado
Mary was (3) ten (years old) (4). Maria tinha dez anos.The house was (3) ten years old. A casa tinha dez anos.
(3) bastante freqente os estudantes portugueses da lngua inglesa empregarem o verbo tohave (que incorreto) em vez do verbo be para fazer referncia idade de pessoas ou algo.
(4)years oldpode ser omitido quando se refere idade de pessoas.
(e) falar sobre o tempo, horas, preos, etc.:
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
21/71
20
Example SignificadoIt was cold yesterday. Ontem esteve / estava frio.It was three o'clock. Eram trs horas.It was 10. Foram 10 libras.
(f) falar sobre posses:
Example SignificadoThat was my book. Aquele era o meu livro.This was mine. Este era meu. / Esta era minha.This was John's. Este era do Joo.
(g) falar sobre a localizao:
Example SignificadoShe was in the bedroom. Ela esteve / estava no quarto de dormir.Salisbury was the capital of Zimbabwe. Salisbria foi / era a capital de Zimbabwe.
[http://www.grammarnet.com/ghtml/pastbe.htm]
Texto complementar 4:
Someone to remember(texto adaptado)
Mahatma Gandhi was Born on Octuber 2, 1869, in Porbandar, India. At that time,India was a colony of the British Empire and many people lived in poverty because theBritish exploited the countrys wealth.
When Gandhi was 19 years old, he went to England to study Law and became alawyer. In London, Gandhi began to develop his philosophy of life. He read religiousclassics and studied different religions.
When he went back to India, people celebrated his arrival but Gandhi was not happy
because he wanted to live a simple life in the Indian countryside. So he traveled by trainthroughout India in third class and he saw the country and how people lived and workedthere. He encouraged people to fight for Indias independence and organized manydemonstrations, but he never used violence.
After the war, in 1947, India became independent.On January 30, 1948, Gandhi was assassinated. A Hindu fanatic, who opposed
Gandhis program of tolerance of all creeds and religions, shot him three times. The manwho preached and practice non-violence his hole life, died violently.
[In: Antunes, Maria Alice. Insight. So Paulo: Richmond Published, 2004. pg. 52.]
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
22/71
21
O tempo verbalpast simple (ou simple past) tem as seguintes formas:
na afirmativa (verbos regulares, por ex. to ask):
Full Form SignificadoI asked eu perguntei (1)you asked tu perguntaste (1)he / she / it asked ele(a) perguntou (1)we asked ns perguntamos (1)you asked vs perguntastes (1)they asked eles(as) perguntaram (1)
na afirmativa (verbos irregulares, por ex. to buy):Full Form SignificadoI bought eu comprei (1)you bought tu compraste (1)he / she / it bought ele(a) comprou (1)we bought ns compramos (1)you bought vs comprastes (1)they bought eles(as) compraram (1)(1) A traduo (para a lngua portuguesa) da conjugao do tempo verbalpast simple apenas um dos exemplos possveis entre vrios, estando este tempo verbal dependente docontexto de uma frase.
na negativa:Full Form Short Form
I did not ask /buy I didn't ask /buyyou did not ask /buy you didn't ask /buyhesheit
did not ask /buy hesheit
didn't ask /buy
we did not ask /buy we didn't ask /buyyou did not ask /buy you didn't ask /buythey did not ask /buy they didn't ask /buy
na interrogativa:Full Form
Did I ask /buy?Did you ask /buy?Did he
sheit
ask /buy?
Did we ask /buy?Did you ask /buy?Did they ask /buy?
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
23/71
22
na interrogativa negativa:
Full Form Short FormDid I not ask /buy? Didn't I ask /buy?Did you not ask /buy? Didn't you ask /buy?Did he
sheit
not ask /buy? Didn't hesheit
ask /buy?
Did we not ask /buy? Didn't we ask /buy?Did you not ask /buy? Didn't you ask /buy?Did they not ask /buy? Didn't they ask /buy?
nas respostas breves:
Full Form / Short FormYes, I / you /
he / she / it /we / you / they
did.
No, I / you /he / she / it /we / you / they
did not / didn't.
2 Veja as regras ortogrficas dos verbos regulares na afirmativa do tempo verbalpastsimple.
3 Na afirmativa, os verbos irregulares do tempo verbalpast simple variamconsideravelmente, e no terminam em -ed:
Base Past Simple Significadobuy bought comprar
cut cut cortareat ate comergo went irtake took levar; tomar
Para consultar a lista dos verbos irregulares veja irregular verbs (na segunda colunapastsimple).
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
24/71
23
4 Na negativa, os verbos tanto regulares como irregulares formam-se da seguintemaneira:
did not+ (base do verbo) = didn't+ (base do verbo)
Full Form Short Form SignificadoI did not ask I didn't ask eu no pergunteiyou did not buy you didn't buy tu no comprastehe did not work he didn't work ele no trabalhouwe did not see we didn't see ns no vimos
5 Na interrogativa, os verbos tanto regulares como irregulares formam-se da seguintemaneira:
did+ (sujeito) + (base do verbo) ?
Full Form Significadodid I ask? eu perguntei?did you buy? tu compraste?did he work? ele trabalhou?did we see? ns vimos?
NOTA: O verbo auxiliar didno possui nenhum significado em particular, mas a suautilizao necessria tanto na negativa como na interrogativa.
6 O tempo verbalpast simple estabelece uma relao somente com o passado.
7 Emprega-se opast simple para descrever:
(a) aes que ocorrem num momento bem definido do passado:
Example SignificadoI saw her yesterday. Eu vi-a ontem.She bought a car last week. Ela comprou um carro na semana passada.The First World War began in 1914. A Primeira Guerra Mundial comeou em
1914.He arrived two hours ago. Ele chegou h duas horas atrs.
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
25/71
24
(b) aes que ocorrem num momento (que no mencionado) do passado e que pode seridentificado a partir de um contexto conhecido entre os intervenientes:
Example SignificadoI saw her in London. Eu vi-a em Londres.She arrived late. Ela chegou atrasada.He gave me the book. Ele deu-me o livro.
(c) aes repetidas do passado:
Example SignificadoI phoned you three times. Eu telefonei-te trs vezes.He knocked at the door several times. Ele bateu porta vrias vezes.
(d) hbitos do passado:
Example SignificadoHe always studied at night. Ele sempre estudou noite.She never liked garlic. Ela nunca gostou de alho.
I played football every week when I was achild. Eu brincava futebol todas as semanasquando eu era criana.
(e) aes que decorrem durante um perodo de tempo no passado sem nenhuma relaocom o presente:
Example SignificadoI lived in Lisbon for ten years beforemoving to Oporto.
Eu vivi em Lisboa durante dez anos antesde me mudar para o Porto.
She lived in England during the Second
World War.
Ela viveu na Inglaterra durante a Segunda
Guerra Mundial.
(f) aes quando se pergunta ou responde sobre o tempo:
Example SignificadoWhen did you come to Portugal? Quando vieste para Portugal?I came to Portugal ten years ago. Eu vim para Portugal h dez anos atrs.
[http://www.grammarnet.com/ghtml/pastsimp.htm]
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
26/71
25
1 Opast tense do verbo there+be (haver) tem as seguintes formas:
na afirmativa:
Full Form Significadothere was houve (1) (no singular)there were houve (1) (no plural)
(1)
A traduo (para a lngua portuguesa) da conjugao dopast tense do verbo there+be apenas um exemplo entre vrias outras possibilidades, estando este tempo verbaldependente do contexto de uma frase.
na negativa:
Full Form Short Formthere was not there wasn'tthere were not there weren't
na interrogativa: na interrogativa negativa:
Full Formwas there?were there?
Full Form Short Formwas there not? wasn't there?were there not? weren't there?
2 Consideremos a frase seguinte:
Example SignificadoA boy was at the door. Um rapaz esteve / estava porta.
O sujeito da frase (a boy) satisfaz duas condies:
indefinido seguido do verbo be (was)
Sendo assim, mais frequente dizer-se em ingls:
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
27/71
26
Example Significado
There was a boy at the door. Esteve / Estava
(2)
um rapaz porta.
sem alterar o sentido da frase, colocando there no incio da frase e o sujeito (a boy) depoisdo verbo be (was).
Vejamos mais alguns exemplos:
Example Significado(Many people were in the party.)There were many people in the party.
Muita gente houve / havia / esteve / estavana festa.
(Someone was in the kitchen.)There was someone in the kitchen.
Algum esteve / estava (2) na cozinha.
(A man was smoking a cigar.)There was a man smoking a cigar.
Um homem esteve / estava (2) a fumarcharuto.
(2) Literalmente, deveria ser houve /havia
3 Quando o verbo be empregado para exprimir existncia, a utilizao de there+be necessria:
Example SignificadoThere was plenty of time. Houve / Havia muito tempo.There were a lot of mistakes. Houve / Havia muitos erros.
Repare que estes exemplos no podem ser convertidos como os do ponto anterior:
From To
There was plenty of time. Plenty of time was.There were a lot of mistakes. A lot of mistakes were.
[http://www.grammarnet.com/ghtml/pastthbe.htm]
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
28/71
27
(FUTURO)
Ofuture simple tem as seguintes formas:
na afirmativa:
Full Form Short Form SignificadoI shall do
will doI
'll doeu farei (1)
you will do you 'll do tu fars (1)hesheit
will do hesheit
'll do eleelaele(a)
far (1)
we shall dowill do
we 'll do
ns faremos (1)
you will do you 'll do vs fareis (1)they will do they 'll do eles(as) faro (1)(1) A traduo (para a lngua portuguesa) da conjugao dofuture simple apenas umexemplo entre vrias outras possibilidades, estando este tempo verbal dependente docontexto de uma frase.
na negativa:
Full Form Short Form
I shall not dowill not do I shan't do / won't do /'ll not doyou will not do you won't do /'ll not dohesheit
will not do hesheit
won't do /'ll not do
we shall not dowill not do
we shan't do / won't do /'ll not do
you will not do you won't do /'ll not dothey will not do they won't do /'ll not do
na interrogativa:
Full Formshall /will I do?will you do?will he / she / it do?shall /will we do?will you do?will they do?
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
29/71
28
na interrogativa negativa:
Full Form Short Formshall /will I not do? shan't /won't I do?will you not do? won't you do?will he / she / it not do? won't he / she / it do?shall /will we not do? shan't /won't we do?will you not do? won't you do?will they not do? won't they do?
nas respostas breves:
Full Form / Short FormI / we shall /will.Yes,you / he / she / it / they will.I / we shall not /shan't.
will not /won't.No,
you / he / she / it / they will not /won't.
2 Ofuture simple forma-se da seguinte maneira:
SHALL / WILL + (base do verbo)
onde SHALL / WILL = verbo auxiliar modal
Emprega-se o shall:
na 1 pessoa do singular e plural principalmente em ingls britnico em linguagem formal na escrita, no se emprega a forma contrada 'll
Emprega-se o will:
em todas as pessoas (incluindo a 1) do singular e plural em forma contrada 'll em linguagem informal
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
30/71
29
Em ingls britnico, no existe nenhuma diferena em significado entre o shall e o willquando estes so empregados para informar ou prever algo no futuro. No entanto, o shall menos utilizado hoje em dia.
Na negativa, adiciona-se nota seguir ao verbo auxiliar modal shall / will.
Na interrogativa, invertem-se o verbo auxiliar modal shall / will e o sujeito.
3 Emprega-se ofuture simple para:
(a) fazer uma previso no futuro:
Example SignificadoI'll be in the office tomorrow. Estarei no escritrio amanh.
(b) exprimir um facto no futuro:
Example SignificadoShe'll be eighteen next week. Ela far dezoito anos na prxima semana.
(c) exprimir uma deciso espontnea:
Example SignificadoIt's okay. I'll open the window. Deixe-se estar. Eu abro a janela.
(d) se oferecer para fazer algo. Emprega-se somente o shall na 1 pessoa do singular nainterrogativa:
Example SignificadoShall I make a cup of tea for you? Queres que eu lhe faa um ch?
(e) fazer uma sugesto. Emprega-se somente o shall na 1 pessoa do plural na interrogativa:
Example SignificadoShall we go? Vamos?
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
31/71
30
(f) fazer um pedido. Emprega-se somente o will na 2 pessoa do singular / plural nainterrogativa:
Example SignificadoWill you open the window, please? Abre a janela, por favor.
(g) exprimir uma opinio. Normalmente, emprega-se um dos seguintes verbos (ex. think,suppose, doubt if, assume) ou advrbios (ex. perhaps, probably, possibly):
Example SignificadoI think he'll come. Penso que ele vir.
He'll probably come. Ele provavelmente vir.
(h) exprimir uma forte probabilidade no presente:
Example SignificadoSomeone's ringing the bell.Oh, that'll be John.
Algum est a tocar a campainha. Ah, oJoo.
(i) fazer uma ameaa:
Example SignificadoI'll tell your father if you do that again. Vou dizer ao teu pai se fizeres isso
novamente.You'll regret this! Arrepender-te-s disto!
(j) fazer uma promessa:
Example Significado
Don't worry! I'll talk to her! No te preocupes! Vou falar com ela!
(k) fazer uma recusa:
Example SignificadoI won't leave the room until you tell mewho she is.
No sairei da sala at me disseres quem ela.
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
32/71
31
NOTA:O future simple nas alneas (a-b) por vezes conhecido por pure future, porque exprimealgo que ir acontecer no futuro. No entanto, nas alneas (c-k), o mesmo no pode serconsiderado como tal, porque existe uma inteno pessoal.
4 Em ingls formal, arcaico, ou literrio, shall por vezes empregado na 2 e 3 pessoado singular e plural para:
(a) fazer uma promessa:
Example SignificadoYou shall have a computer for yourbirthday.
Ters um computador no teu aniversrio.
(b) fazer uma ameaa:
Example SignificadoYou shall die. Morrers.
(c) exprimir uma proibio:
Example SignificadoYou shall not go to the theatre. No irs ao teatro.
(d) fazer uma concesso:
Example SignificadoThey shall have what they want. Eles(as) tero o que quiserem.
[http://www.grammarnet.com/ghtml/futusimp.htm]
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
33/71
32
Texto complementar 5:
[http://www.hallmark.com]
Ofuture "going to"tem as seguintes formas:
na afirmativa:
Full Form SignificadoI am going to do eu vou fazer (1)you are going to do tu vais fazer (1)hesheit
is going to do ele(a) vai fazer (1)
we are going to do ns vamos fazer (1)you are going to do vs ides fazer (1)they are going to do eles(as) vo fazer (1)
As formas contradas na afirmativa so:I'm / you're / he's / she's / it's / we're / they're going to do
(1) A traduo (para a lngua portuguesa) da conjugao dofuture "going to" apenas umexemplo entre vrias outras possibilidades, estando este tempo verbal dependente docontexto de uma frase.
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
34/71
33
na negativa:
Full Form Short FormI am not going to doyou are not going to do you aren't going to dohesheit
is not going to do hesheit
isn't going to do
we are not going to do we aren't going to doyou are not going to do you aren't going to dothey are not going to do they aren't going to do
As outras formas contradas na negativa so:I'm / you're / he's / she's / it's / we're / they're not going to do
na interrogativa:
Full Formam I going to do?are you going to do?is he
sheit
going to do?
are we going to do?are you going to do?are they going to do?
na interrogativa negativa:
Full Form Short Form
am I not going to do? aren't I going to do?are you not going to do? aren't you going to do?is he
sheit
not going to do? isn't hesheit
going to do?
are we not going to do? aren't we going to do?are you not going to do? aren't you going to do?are they not going to do? aren't they going to do?
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
35/71
34
nas respostas breves:
Full FormI am.you are.he/she/it is.we are.you are.
Yes,
they are.
Full Form / Short FormI am not / 'm not.you are not /'re not /aren't.he/she/it is not /'s not /isn't.we are not /'re not /aren't.you are not /'re not /aren't.
No,
they are not /'re not /aren't.
2 Ofuture "going to"forma-se da seguinte maneira:
BE + GOING TO + (base do verbo)
onde BE = verbo auxiliar be nopresent tense(ex. am, is, are)
Na negativa, adiciona-se nota seguir ao verbo auxiliar be.Na interrogativa, invertem-se o verbo auxiliar be e o sujeito.
3 Emprega-se ofuture "going to"para:
(a) prever algo num futuro imediato ou prximo. A previso baseia-se no que sabemos,vemos, ou sentimos no momento em que falamos:
Example SignificadoThey're going to talk to her. Eles(as) vo falar com ela.Look at the clouds!I think it's going to rain.
Veja as nuvens!Acho que vai chover.
(b) exprimir uma inteno, um plano, ou uma deciso:
Example SignificadoI'm going to buy a car next week. Vou comprar um carro na prxima semana.I'm going to show you how to use thismachine.
Vou mostrar-lhe como se utiliza estamquina.
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
36/71
35
4 Embora a combinao entre "going to + go"(ou "going to + come") seja possvel, amesma normalmente evitada por falta de boa sonncia. Como alternativa, emprega-se otempo verbalpresent continuous:
Example SignificadoI'm going to the cinema tonight.
(em vez de)I'm going to go to the cinema tonight.
Vou ao cinema esta noite.
Are you coming to the party tonight?
(em vez de)Are you going to come to the party
tonight?
Vens festa esta noite?
[http://www.grammarnet.com/ghtml/futugoin.htm]
Ofuture continuous (oufuture progressive) tem as seguintes formas:
na afirmativa:Full Form
I shallwill be doingyou will be doinghesheit
will be doing
we shallwill
be doing
you will be doingthey will be doing
Na afirmativa, somente a forma contrada de will empregue:I / you / he / she / it / we / they 'll be doing
(1) A traduo (para a lngua portuguesa) da conjugao dofuture continuous apenas umexemplo entre vrias outras possibilidades, estando este tempo verbal dependente docontexto de uma frase.
na negativa:
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
37/71
36
Full FormI shall
will
not be doing
you will not be doinghesheit
will not be doing
we shallwill
not be doing
you will not be doingthey will not be doing
Forma contrada de shall not:
I / we shan't be doing
Forma contrada de will not:
I / you / he / she / it / we / theywon't be doing
I / you / he / she / it / we / they'll not be doing
na interrogativa:
Full Formshallwill
I be doing?
will you be doing?will he
sheit
be doing?
shallwill
we be doing?
will you be doing?will they be doing?
na interrogativa negativa:
Full Form Short Formshallwill
I not be doing? shan'twon't
I be doing?
will you not be doing? won't you be doing?will he
sheit
not be doing? won't hesheit
be doing?
shallwill
we not be doing? shan'twon't
we be doing?
will you not be doing? won't you be doing?will they not be doing? won't they be doing?
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
38/71
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
39/71
38
Example SignificadoThis time tomorrow I'll be watchingfootball on television.
Amanh a esta hora ver futebol nateleviso.
John will be working for another companyin two weeks' time.
O Joo vai trabalhar para uma outracompanhia dentro de duas semanas.
Don't call me after six because I'll beteaching.
No me telefones depois das seis porqueirei dar aulas.
(b) perguntar sobre os planos de algum, ou pedir informaes sobre algo, de uma formadelicada:
Example Significado
Will you be coming with your wife? Vem com a sua esposa?Will you be joining us for the party? Vens nossa festa?Will you be using this classroomtomorrow?
Vais usar esta sala de aula amanh?
[http://www.grammarnet.com/ghtml/futucont.htm]
1 Ofuture perfect continuous(ou future perfect progressive) tem as seguintes formas:
na afirmativa:
Full Form SignificadoI shall
willhave been doing eu estarei fazendo (1)
you will have been doing tu estars fazendo (1)hesheit
will have been doing eleelaele(a)
estar fazendo (1)
we shall
will
have been doing ns estaremos fazendo (1)
you will have been doing vs estarieis fazendo (1)they will have been doing eles(as) estaro fazendo (1)
Na afirmativa, somente a forma contrada de will empregue:I / you / he / she / it / we / they 'll have been doing
(1) A traduo (para a lngua portuguesa) da conjugao dofuture perfect continuous apenas um exemplo entre vrias outras possibilidades, estando este tempo verbaldependente do contexto de uma frase.
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
40/71
39
na negativa:
Full FormI shall
willnot have been doing
you will not have been doinghesheit
will not have been doing
we shallwill
not have been doing
you will not have been doingthey will not have been doing
Forma contrada de shall not:
I / we shan't have been doing
Forma contrada de will not:
I / you / he / she / it / we / they won't have been doing
I / you / he / she / it / we / they 'll not have been doing
na interrogativa:
Full Formshallwill
I have been doing?
will you have been doing?will he
sheit
have been doing?
shallwill
we have been doing?
will you have been doing?will they have been doing?
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
41/71
40
na interrogativa negativa:
forma completa e contrada de shall not: shall I / we not have been doing? shan't I / we have been doing? forma completa e contrada de will not: will I / you / he / she / it / we / they not have been doing? won't I / you / he / she / it / we / they have been doing?
nas respostas breves:Full Form / Short Form
I / we shall /will.Yes,you / he / she / it / they will.
I / we shall not /shan't.will not /won't.No,you / he / she / it / they will not /won't.
2 Ofuture perfect continuous forma-se da seguinte maneira:
SHALL / WILL HAVE BEEN + (base do verbo) + ING
onde SHALL / WILL HAVE BEEN = verbo auxiliar have nofuture perfect simple
Emprega-se o shall:
na 1 pessoa do singular e plural principalmente em ingls britnico em linguagem formal na escrita, no se emprega a forma contrada 'll
Emprega-se o will:
em todas as pessoas (incluindo a 1) do singular e plural em forma contrada 'll em linguagem informal
O shall menos utilizado hoje em dia.
Na negativa, adiciona-se nota seguir ao verbo auxiliar modal shall / will.
Na interrogativa, invertem-se o verbo auxiliar modal shall / will e o sujeito.
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
42/71
41
3 Ofuture perfect continuous empregue para descrever uma ao contnua (muitasvezes j em progresso) que acaba antes de um determinado momento no futuro, e frequentemente utilizado com by+(expresso temporal):
Example SignificadoBy the end of next month I will have beenliving here for three years.
No fim do prximo ms faz trs anos quevivo aqui.
By the end of the month he will have beenteaching for twenty years.
No fim do ms faz vinte anos que eleleciona.
She will have been working for this schoolfor 20 years next year.
No prximo ano vai fazer 20 anos que elaest no servio nesta escola.
Ofuture perfect simple tem as seguintes formas:na afirmativa:
Full Form SignificadoI shall
willhave done eu farei
you will have done tu farshesheit
will have done Eleelaele(a)
far
we shallwill have done ns faremos
you will have done vs farieisthey will have done eles(as) faro
Na afirmativa, somente a forma contrada de will empregue:I / you / he / she / it / we / they 'll have done
na negativa:
Full FormI shallwill
not have done
you will not have donehesheit
will not have done
we shallwill
not have done
you will not have donethey will not have done
Forma contrada de shall not:I / we shan't have done
Forma contrada de will not:
I / you / he / she / it / we /they won't have done
I / you / he / she / it / we /they 'll not have done
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
43/71
42
na interrogativa:
Full Formshallwill
I have done?
will you have done?will he
sheit
have done?
shallwill
we have done?
will you have done?will they have done?
na interrogativa negativa:
Full Form Short Formshallwill
I not have done? shan'twon't
I have done?
will you not have done? won't you have done?
willhesheit
not have done?won't
hesheit
have done?
shallwill
we not have done? shan'twon't
we have done?
will you not have done? won't you have done?will they not have done? won't they have done?
nas respostas breves:
Full Form / Short FormI / we shall /will.Yes,you / he / she / it / they will.I / we shall not /shan't.
will not /won't.No,
you / he / she / it / they will not /won't.
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
44/71
43
2 Ofuture perfect simple forma-se da seguinte maneira:
SHALL / WILL HAVE + PAST PARTICIPLE
onde SHALL / WILL HAVE = verbo auxiliar have nofuture simplee PAST PARTICIPLE = verbo principal no particpio passado
NOTA: O PAST PARTICIPLE dos verbos regulares termina em -ed (ex. washed, played,listened, etc.). Dos irregulares, terminado de forma diferente (ex. broken, done, known,etc.).
Emprega-se o shall:
na 1 pessoa do singular e plural principalmente em ingls britnico em linguagem formal na escrita, no se emprega a forma contrada 'll
Emprega-se o will:
em todas as pessoas (incluindo a 1) do singular e plural em forma contrada 'll em linguagem informal
O shall menos utilizado hoje em dia.
Na negativa, adiciona-se nota seguir ao verbo auxiliar modal shall / will.
Na interrogativa, invertem-se o verbo auxiliar modal shall / will e o sujeito.
3 Ofuture perfect simple empregue para descrever algo que ter acabado antes dequalquer outro tempo ou algo no futuro, e frequentemente utilizado com by+(expressotemporal):
Example SignificadoBy the end of the year I will have saved500.
At ao fim do ano eu pouparei 500.
By the end of this week he will havewritten twenty letters.
At ao fim desta semana ele escrever vintecartas.
She will have done all her exams byFriday.
Ela far todos os exames at sexta-feira.
If you don't hurry, the train will have leftbefore you get there.
Se no apressares, o comboio partir antesde tu l chegares.
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
45/71
44
1 Ofuture do verbo there+be (haver) tem as seguintes formas:
na afirmativa:
Full Form Significadothere will be haver (1) (singular / plural)
A forma contrada na afirmativa there'll be.
(1) A traduo (para a lngua portuguesa) da conjugao do future do verbo there+be apenas um exemplo entre vrias outras possibilidades, estando este tempo verbaldependente do contexto de uma frase.
na negativa:
Full Form Short Formthere will not be there won't be
na interrogativa: na interrogativa negativa:
Full Formwill there be ?
Full Form Short Formwill there not be ? won't there be ?
2 Consideremos a frase seguinte:
Example SignificadoSomeone will be in the warehouse. Estar algum no armazm.
O sujeito da frase (someone) satisfaz duas condies:
indefinido seguido do verbo be(will be)
Sendo assim, mais frequente dizer-se em ingls:
Example SignificadoThere will be someone in the warehouse. Estar (2) algum no armazm.
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
46/71
45
sem alterar o sentido da frase, colocando there no incio da frase e o sujeito (someone)depois do verbo be (will be).
Vejamos mais alguns exemplos:
Example Significado(Many people will be in the party.)
There will be many people in the party.
Haver (ou Estar) muita gente na festa.
(Someone will be in the office.)
There will be someone in the office.
Algum estar (2) no escritrio.
(Someone will be waiting for you.)
There will be someone waiting for you.
Algum estar (2) sua espera.
(2) Literalmente, a palavra traduzida deveria serHaver.
3 Quando o verbo be empregue para exprimir existncia, a utilizao do there+be necessria:
Example SignificadoThere will be plenty of time. Haver muito tempo.There will be a lot of complaints. Haver muitas queixas.
Repare que estes exemplos no podem ser convertidos como os do ponto anterior:
From ToThere will be plenty of time. Plenty of time will be.
There will be a lot of complaints. A lot of complaints will be.
Texto complementar 6:
* Atividade na plataforma
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
47/71
46
FALSOS COGNATOS (FALSE FRIENDS):
1 Osfalse cognates oufalse friends so palavras que tm a mesma forma, ou forma
semelhante, em duas lnguas, mas que tm significados diferentes. Essas semelhanascostumam induzir os estudantes portugueses da lngua inglesa em empreg-lasincorrectamente
a = um, umaa (artigo definido) = the
actual = real, verdadeiroactual = current, present
actually = na realidade, efectivamente
actualmente = at present, nowadays
agenda = ordem do diaagenda = diary
alias = tambm chamado; pseudnimo, outro nomealis = as a matter of fact; besides; incidentally; nevertheless
almond = amndoaalmndega = meatball
bank = banco (instituio bancria); margem (do rio)banco (de assento) = bench, stool
boat = barco, bote, pequeno navioboate (clube nocturno) = nightclub
cave = caverna, grutacave = basement, wine-cellar
celebrate = celebrar (no sentido de festejar, comemorar)celebrar (um contrato) = make (a contract)
comprehensive = completo, abrangentecompreensivo = understanding
condescending = com ar de superioridade; com ar protectorcondescendente = complaisant, acquiescent, obliging
constipation = priso de ventreconstipao = a cold
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
48/71
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
49/71
48
maggot = larva de insectomagote = a crowd of people; a heap of things
manifestation = manifestao (no sentido de mostrar, revelar)manifestao (no sentido de protesto) = demonstration
notorious = de reputao duvidosa, com m famanotrio = well-known
paper = papel; jornal; prova de examepapel (de um actor) = role
particular = especfico; especial; exigente, minuciosoparticular (pessoal) = private
pass = passar; passar em; passar por; aprovarpassar (a limpo) = make (a fair copy)
petrol = gasolinapetrleo = oil, petroleum
pilot = piloto (de avio, barco, ou porto); prtico (de nutica)piloto (automvel de corrida) = racing driver
prejudice = preconceito
prejuzo (dano) = damage, harm, loss
presently = em breve, logopresentemente = at present
pretend = fingir, simularpretender (fazer) = intend (to do)
process = tratar, processar (substncia, material, etc.)processar (jurdico) = prosecute, sue, take proceedings against
prorogue = interromper sesso parlamentarprorrogar = extend, prolong; adjourn
prosecute = processar (no sentido jurdico)prosseguir (estudos) = continue
push = empurrarpuxar = pull
reclaim = recuperar; reivindicar; desbravar; aterrar (com terra)reclamar = complain; claim; demand
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
50/71
49
reform = reformar (no sentido de modificar, melhorar, corrigir)reformar (no sentido de aposentar) = retire
repair = consertar, repararreparar (no sentido de notar) = notice
resume = retomar, reassumir, reatar, recomearresumir = summarize, sum up, condense
revise = rever, reexaminarrevistar = search, frisk, inspect
secretary = secretrio, secretria (pessoa)
secretria (mesa) = desk, writing-desk
sensible = sensato, razovelsensvel = sensitive
soldier = militar (do exrcito)soldado (raso) = private
stranger = pessoa estranha; desconhecidoestrangeiro = foreigner
sympathetic = compreensivo, compassivosimptico = kind, nice
tranquillize = tranquilizar (com sedativo)tranquilizar = calm, quieten, reassure
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
51/71
50
PALAVRAS DE MLTIPLOS SENTIDOS
(Lexical Ambiguity of Portuguese)
comum a todas as lnguas a ocorrncia de palavras com significado ou funo
gramatical mltiplos. Freqentemente este mltiplo sentido em um idioma no tem
correspondente em outro. Quer dizer: os termos nem sempre cobrem as mesmas reas de
significado entre diferentes idiomas. Este fenmeno, tambm chamado de polissemia,
ocorre com qualquer idioma; assim como o portugus, o ingls tambm tem inmeras
palavras de mltiplo significado. , entretanto a ocorrncia do fenmeno na lngua me doaluno que causa maior dificuldade. Partir do geral para o particular sempre mais difcil do
que o inverso. Generalizar ou representar diferentes idias atravs de um nico smbolo
pode se comparar ao ato de misturar o feijo e o arroz numa mesma panela: uma tarefa que
no exige muito esforo. Especificar diferentes idias, as quais estamos acostumados a
generalizar em uma nica palavra, em palavras diferentes da lngua estrangeira, pode-se
comparar ao ato de separar o arroz e o feijo que haviam sido misturados. Certamente uma
tarefa muito mais difcil.
Portanto, sempre que diferentes idias representadas pela mesma palavra na lngua
me do aluno corresponderem a diferentes palavras na segunda lngua, o mesmo ter
dificuldades em expressar-se corretamente. As diferentes palavras do ingls que
correspondem aos diferentes significados da palavra do portugus, podem eventualmente
funcionar como sinnimos, portanto neutralizando o contraste entre os dois idiomas.
Exemplos no link:[http://www.sk.com.br/sk-mmw.html]
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
52/71
51
AFIXOS
FORMAO DE PALAVRAS
A Morfologia ocupa um lugar importante no ingls tcnico e cientfico. Muitas palavras so
formadas pelo acrscimo de uma slaba ou partcula antes (prefixo) ou depois (sufixo) de
sua raiz.
Para interpretar o significado da palavra atravs de sua anlise, deve-se decompor a
palavra em pequenas partes, tais como: raiz, prefixo e sufixo.
Prefixo o elemento que vem antes da raiz e altera o significado da palavra.
Sufixo o elemento que vem depois da raiz e geralmente faz com que a palavra mude declasse gramatical.
PREFIXOS
IN-, IM-, UN-, IL-, A-, NON-, DE- (so prefixos que expressam negao: no, oposto a)
Exs.: inactive, impossible, unusual, irrellevant,illegal, amoral, non-smoker, deforestation.
mis - (expressa incorreo, erro). Ex.: miscalculate
dis - (expressa negao). Ex.: disconnect.
mal - (pejorativo). Ex..: malformed.
pseudo (imitao). Ex.: pseudo-christianity.
Prefixos que expressam tamanho ou grau:
Super (acima, mais do que). Ex.:
Out (fazer alguma coisa mais rpida, etc. do que). Ex.: outrun.
Sur (sobre e acima). Ex.: surtax
Sub (menos, mais abaixo do que). Ex.:subhuman.Over (demais). Ex.: overeat.
Under (de menos). Ex.: underprivileged.
Hyper (extremamente). Ex.: hypercritical.
Ultra (extremamente e alm de). Ex.: ultra-violet.
Mini (pouco). Ex.: miniskirt.
Arch (supremo). Ex.: archduke.
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
53/71
52
Prefixos Locativos:
Super (sobre). Ex.: superstructure
Sub (abaixo, em grau inferior). Ex.: subconscious.
Inter (entre). Ex.: international.
Trans (atravs de, de um lugar para outro). Ex.: transatlantic.
Prefixos de tempo e ordem:
Fore (antes). Ex.: foretell.
Pre (antes). Ex.: pre-marital.Post (depois). Ex.: post-classical.
Ex (anterior). Ex.: ex-husband.
Re (novamente de volta). Ex.: re-evaluate.
Prefixos de atitude:
Co (juntar). Ex.: cooperate.
Counter (contra, em oposio). Ex.: counter-revolution.
Anti (contra). Ex.: anti-war.
Pro (a favor de). Ex.: pro-common market.
Prefixos de nmero:
Uni (um). Ex.: unilateral.
Mono (um). Ex.: monotheism.
Bi (dois). Ex.: bifocal.
Di (dois). Ex.: dichotomy.Tri (trs). Ex.: tricycle.
Multi (muitos). Ex.: multi-racial.
Poly (muitos). Ex.: polygamy.
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
54/71
53
Outros prefixos:
Auto (prprio). Ex.:autobiography.
Neo (novo). Ex.: neo-gothic.
Pan (todo, universal). Ex.: pan-African.
Proto (primeiro, original). Ex.: prototype.
Semi (metade). Ex.: semicircle.
Vice (adjunto). Ex.: vice-president.
SUFIXOS
Formam substantivos:
-ER, -EER, -OR, -STER (aquele que faz ao). Ex.: driver, engineer, instructor, gangster.
-ANT, -ENT, (agente). Ex..: consultant, resident.
-ATION, -TION, -ION, -MENT (estado, ao). Ex.: exploration, location, creation,
advisement.
-ee (significado passivo). Ex.: employee.
-al (ao). Ex.: refusal.
-age (quantidade). Ex.: wastage.
-ing (atividade, resultado de uma atividade). Observe que a terminao ING pode indicar a
forma de gerndio em ingls ou pode formar substantivos que funcionam como adjetivo.
Ex.: She is driving now. / Inflation is a serious problem for developing countries. / This is
na exciting idea.
-ery (RY) (corpotamento, lugar de atividade, coletividade). Ex.: slavery, refinery.
-let (sem importncia). Ex.: booklet.-ette (compacto). Ex.: kitchenette.
-ess (forma o feminino). Ex.: waitress.
-ese (nacionalidade). Ex.: chinese.
-i (an) (pertence ou ligado a). Ex.: parisian, Elizabethan.
-ite (membro de). Ex.: Israelite
-dom (condio de). Ex.: kingdom.
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
55/71
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
56/71
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
57/71
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
58/71
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
59/71
Exerccios
[http://www.computerhistory.org/timeline/?year=1939]
[ http://www.computerhistory.org/timeline/?year=1949 ]
Exerccio 1:
No site Computer history v em
http://www.computerhistory.org/timeline/?category=cmptre em
http://www.computerhistory.org/timeline/?category=sle faa um resumo
comparativo da histria do software e da histria do computador nos anos de
39 a 49.
http://www.computerhistory.org/timeline/?year=1939http://www.computerhistory.org/timeline/?year=1939http://www.computerhistory.org/timeline/?year=1939http://www.computerhistory.org/timeline/?category=cmptrhttp://www.computerhistory.org/timeline/?category=cmptrhttp://www.computerhistory.org/timeline/?category=slhttp://www.computerhistory.org/timeline/?category=slhttp://www.computerhistory.org/timeline/?category=slhttp://www.computerhistory.org/timeline/?category=cmptrhttp://www.computerhistory.org/timeline/?year=1939 -
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
60/71
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
61/71
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
62/71
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
63/71
Exerccios
Hi everyone, na semana passada fiz o pedido do livro deMichael A. Jacobs,Como no aprender Ingls. A encomenda chegou e noconsigo parar de ler. Eu recomendo principalmente para os estudantes queesto ou passaram do nvel pr-intermedirio. Sabe aqueles erros bobos que agente comete toda hora? Aquelas dificuldades que somente quem falaPortugus tm? Ele responde.
J no prefcio, o Prof. Michael faz um questionamento interessante.
Voc gostaria, precisa ou quer aprender ingls? Eu acredito que dessas trsatitudes, aquela que te levar mais longe o querer. Vocs j perceberamque a desculpa do no tenho tempo superada pela motivao? Imagine queaquela pessoa que voc est de olho a um tempo te convide para um jantar.Voc vai dizer no? Se voc realmente quer, tempo no problema.
Vou contar uma historinha. Entre os anos de 2003 e 2004, eu trabalhavao dia todo, de noite tinha que ir para a faculdade e nos finais de semana eu mededicava aos trabalhos atrasados. Resultado, no tinha tempo livre paraestudar as coisas que eu realmente gostava, uma delas era o Ingls. A soluoque encontrei foi acordar 30 minutos mais cedo todos os dias e estudar umalio, eu usava um daqueles cursos vendidos em banca de revista. Foi sofrido,mas valeu a pena. Calma gente, no precisa chorar. Eu fiz isso porque estavamotivado. A disciplina muito importante. If you dont want to lose it, use it.
http://www.submarino.com.br/books_productdetails.asp?Query=ProductPage&ProdTypeId=1&ProdId=96086&ST=SR&franq=172571http://www.submarino.com.br/books_productdetails.asp?Query=ProductPage&ProdTypeId=1&ProdId=96086&ST=SR&franq=172571http://www.submarino.com.br/books_productdetails.asp?Query=ProductPage&ProdTypeId=1&ProdId=96086&ST=SR&franq=172571http://www.submarino.com.br/books_productdetails.asp?Query=ProductPage&ProdTypeId=1&ProdId=96086&ST=SR&franq=172571 -
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
64/71
The influence of job and career attitudes on learning
motivation and transfer
Eddie W.L. Cheng
The Hong Kong Polytechnic University, Hunghom, Kowloon, Hong Kong
Danny C.K. Ho
The Hong Kong Polytechnic University, Hunghom, Kowloon, Hong Kong
Introduction
In the twenty-first century, fierce
competition among organisations will
continue to be the central issue. While
employee performance is one of the critical
measures emphasised by the top
management, employees are more concerned
about their own productivity and are
increasingly aware of the accelerated
obsolescence of knowledge and skills in this
turbulent environment. Better equipping
oneself by learning new knowledge becomes
a survival strategy in the career world. As a
result, ``upgraded'' employees look for
improving their job performance, as well as
enhancing their future career prospects.
Obviously, when employees transfer the
learning content to their jobs, a win-win
situation for both organisations and
employees can be accomplished. This
inevitably provides the strong ground for
undertaking the test of the degree of actual
transfer of newly acquired knowledge and
skills to the jobs.
During the past decade, learning transfer
was a popular research topic that had
attracted a lot of applied psychologists and
management researchers to examine its
effectiveness in task skill learning. In
general, learning transfer can be defined as
the application, generalisation and retention
of newly acquired knowledge and skills in the
workplace (Ford and Weissbein, 1997). Yet,
among all kinds of knowledge and skills,
managerial skills (also known as
management knowledge) are relatively more
crucial but less focused (Ford and Kraiger,
1995). Managerial skills, including
interpersonal and supervisory skills, are said
to be transferable to different work settings
while task skills are specific to individual job
requirements. Research focusing on
managerial skills should therefore have
higher value to learning transfer literature
with regard to the applicability of learning.
In addition to improving job performance,
upgrading managerial skills may enhanceemployees' employability. Management
development is therefore essential in the
contemporary management philosophy,
which involves the provision of management
learning programs. Generally, management
learning programs can be either formal
education programs (e.g. Master's degree in
Management) or other short-term skill-
specific courses (e.g. Certificate of
Interpersonal Skill Training). In the sense of
management development, formal programs
are more appropriate and become more
popular. Kirkbride and Tang (1990), in a
recent survey, revealed that formalmanagement courses were the most popular
method of management development in Hong
Kong. This may be explained by the cultural
preference of Chinese who are fond of
didactic teaching and learning styles
(Kirkbride et al., 1989). Besides, due to a high
credentialism in Asia, employees with a
higher level education (e.g. a higher degree)
are what Asian organisations want. Among
different higher degree programs, the MBA
(Master of Business Administration) degree
is widely accepted as the most promising
stepping-stone to management development.
Since an MBA program incurs a ratherexpensive investment to both employees and
organisations, it is worth ascertaining the
transferability of the MBA knowledge to the
workplace.
The past learning transfer literature is not
expected to have high value in helping
practitioners to increase positive transfer
(Baldwin and Ford, 1988). Although the early
work of Noe (1986) and Baldwin and Ford
(1988) attracted many research efforts to
investigate factors affecting transfer of
learning, the growth of theoretical
knowledge and the advancement of training
practices are loosely coupled. In fact, training
The research register for this journal is available at
http://www.mcbup.com/research_registers
The current issue and full text archive of this journal is available at
http://www.emerald-library.com/ft
[ 2 0 ]
Career DevelopmentInternational6/1 [2001] 2027
# MCB University Press[ISSN 1362-0436]
Keywords
Learning, Motivation,
Job satisfaction, Involvement,Commitment,
Career development
Abstract
This article examines a
parsimonious model that specifies
the effects of job involvement and
career commitment on learning
motivation and learning transfer,
using structural equation
modelling. The ``best fitting''
model is achieved because it has
surpassed all the goodness-of-fit
indices including the chi-square
statistic. The results indicated
that career commitment was
positively related to learning
motivation and learning transfer.
In addition, suppressor effect may
help to explain the non-significant
relationships between job
involvement and learning
motivation, and between job
involvement and learning transfer.
http://www.mcbup.com/research_registershttp://www.mcbup.com/research_registershttp://www.emerald-library.com/fthttp://www.emerald-library.com/fthttp://www.emerald-library.com/fthttp://www.mcbup.com/research_registers -
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
65/71
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
66/71
and Schmitt (1986) found that highly job-
involved trainees are more motivated to
learn and transfer the skills to the job. Clark,
cited in Facteau et al. (1995), also found thatthe variation in training motivation is
significantly explained by individuals' job
involvement. So, in the current study, job
involvement is hypothesised to predict
learning motivation and learning transfer
positively.
H2a: Job involvement will be positively
related to learning motivation.
H2b: Job involvement will be positively
related to learning transfer.
Career commitmentTrainees with high commitment to their
career or work are likely to exertconsiderable effort towards learning the
training content, because these trainees have
the intention of improving their job
performance. When they attend training
programs, they invest more effort in learning
new skills or knowledge. The purpose of their
investment is to increase their competence in
performing their work and/or to secure their
employability. Although career commitment
and work commitment are correlated, they
are two different concepts (Hall, 1971;
Morrow, 1983) and may often have different
antecedents and consequences (Morrow,
1983).Career commitment is a component of the
subjective dimension of career. It is defined
as ``an affective concept which represents
identification with a series of related jobs in
a specific field of work and is behaviourally
expressed in an ability to cope with
disappointments in the pursuit of career
goals'' (Aryee and Tan, 1992, p. 189). One who
shows more career commitment is able to
persist in pursuing career goals, even if
confronting obstacles and setbacks (Colarelli
and Bishop, 1990).
Career commitment has been included in
several integrative models of organisationalbehaviour to study its relationship with
various work-related outcomes (e.g. Aryee
and Tan, 1992; Mobley et al., 1979; Price and
Mueller, 1981). For example, it is positively
and significantly related to both skill
development (Aryee and Tan, 1992) and job
performance (Darden et al., 1989), whereas it
is negatively related to actual turnover
(Bedeian et al., 1991). Although its effect on
training has not been widely studied, the
influence of its energising component (i.e.
career planning) on learning transfer has
been investigated (London, 1985).
Colarelli and Bishop (1990) also suggestedthat career commitment is specifically
relevant to individuals who try to develop a
high level of skills, as it can help them persist
long enough through years of training,
development and experience across different
organisational settings. In an MBA program,
which involves a high level of skill
acquisition, individuals with a high level of
career commitment may be motivated tosustain learning when they think that
acquiring new knowledge and skills would
help them remain in their chosen careers.
Therefore, career commitment is proposed to
influence learning motivation and learning
transfer positively.
H3a: Career commitment will be positively
related to learning motivation.
H3b: Career commitment will be positively
related to learning transfer.
Research method
ParticipantsData for the study were collected from those
who had graduated from part-time MBA
programs offered in Hong Kong not more
than one year ago. Graduates within this
range were assumed to be more likely to
prevent memory distortion of perception
responses and avoid obsolescence of the
learned MBA content. All MBA program
providers in Hong Kong (altogether 45 local
and overseas higher institutions) were
invited through telephone contacts. Only
four (two local and two overseas) universities
agreed to participate. Of those 155 identicalquestionnaires already sent out, 81 completed
questionnaires were returned and usable,
representing a response rate of 52.3 per cent.
With respect to the demographic profile,
70.4 per cent of the respondents were in the
31-40 age group (n = 81). This was consistent
with the job positions in that 63 per cent (n =
81) were middle level managers. In addition,
77.8 per cent of the respondents (n = 80) were
male, while 66.7 per cent (n = 77) were
married. Approximately half of the
respondents (49.4 per cent, n = 80) reported
that the organisation in which they worked
employed more than 900 employees. Of therespondents, 77.8 per cent (n = 81) were
working in the service sector, which might
reflect the importance of this sector in Hong
Kong's economy. Respondents' (n = 81)
undergraduate majors were Business (34.6
per cent), Social Science (8.6 per cent), Arts
and Humanities (8.6 per cent), Engineering
(28.4 per cent), Computing and Information
Management (8.6 per cent), and others (11.2
per cent). Their job functions included
Human Resources (11.1 per cent), Marketing/
Sales (17.3 per cent), Finance/Accounting
(19.8 per cent), Production (12.3 per cent), MIS
(9.9 per cent), Engineering (8.6 per cent), and
others (21 per cent). The demographic profile
of respondents indicates that non-response
biases were not likely to affect further
analysis.
[ 2 2 ]
Eddie W.L. Cheng andDanny C.K. HoThe influence of job and careerattitudes on learningmotivation and transfer
Career DevelopmentInternational6/1 [2001] 2027
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
67/71
MeasuresThe endogenous and exogenous variables
depicted in the model were measured using
multi-item scales. Measures for the variablesexamined in the study are described
hereinafter.
Learning transferThe respondents were asked to provide their
answers according to a ``perceived'' learning
transfer measure. A 4-item scale was used to
measure the extent to which MBA graduates
transfer what they have learned back to the
workplace. Response options ranged from (1)
``strongly disagree'' to (5) ``strongly agree''. A
sample item is ``I incorporate skills,
competencies, and knowledge learned in the
MBA program into my daily work activities''.The scale's alpha reliability in this study is
0.88.
Learning motivationA 4-item scale was used to measure the
degree of learning motivation in an MBA
program. Response options ranged from (1)
``strongly disagree'' to (5) ``strongly agree''. A
sample item is ``I tried to learn as much as I
could from the MBA program''. The scale's
alpha reliability in this study is 0.85.
Job involvementA 4-item scale was used to measure the
degree of job involvement of MBA graduates.Response options ranged from (1) ``disagree
very much'' to (6) ``agree very much''. A
sample item is ``I am very much involved
personally in my job''. The scale's alpha
reliability in this study is 0.76.
Career commitmentA 4-item scale was used to measure the
degree of career commitment of MBA
graduates. Response options ranged from (1)
``strongly disagree'' to (5) ``strongly agree''. A
sample item is ``I strongly identify with my
chosen line of work/career field''. The scale's
alpha reliability in this study is 0.71.
Statistical methodStructural equation modelling (SEM) was
used to examine statistically the specified
relationships for this study. Recently, SEM
has been extensively used for model testing.
It is a powerful statistical tool that can
examine the extent to which the model fits
the data and the level of statistical
significance of the hypothesised
relationships. This research involved the test
of the relationships between variables that
could not be directly observed and measured
(known as latent constructs), which were
then measured by some observable
indicators or items. These observable
indicators formed the multi-item scales,
which, for ensuring measurement adequacy,
must secure reliability and construct,
convergent and discriminant validity. SEM
can be used to validate scales and possibly
modify scales for better psychometric
properties since the validity of measuringscales is crucial to establish the confidence in
substantive theory building and research
findings (Chau, 1997). SEM permits the
simultaneous estimation of both the
parameters linking observable indicators to
latent variables (the measurement equations)
and the parameters linking the latent
variables to each other (the structural
equations). The model allowed for reciprocal
causation among variables and correlated
measurement errors (Joreskog and Sorbom,
1993).
Procedurally, it helps to find the ``best
fitting'' model by, in the first stage,establishing the ``best fitting'' measurement
model, which then enters the second stage of
testing the hypothesised structural model.
The measurement model (or confirmatory
factor model) specifies the relationships of
the observed indicators to their posited
underlying factors, while the structural
model specifies the causal relationships
among the latent variables as posited by the
underlying theories (Segars and Grover,
1993). For computing the measurement and
structural equations, LISREL (Linear
Structural Relationships), which is a popular
commercial statistical software, was used.Hypothesised relationships with strong
theoretical support, multivariate normal
distributions, interval scales, and an
adequate size of sample are essential for
model testing using LISREL (Chau, 1997).
Findings
The measurement modelTable I presents the goodness-of-fit indices
for the a priori measurement model or the
so-called ``combined'' measurement model
(Clark et al., 1993). These indices suggested amoderate fit of the measurement model to the
data. Except for the chi-square statistic and
AGFI, other indices surpassed the
recommended values suggested by Chau
(1997). As shown in LISREL output, some
indicators had very large positive
standardised residuals, and attempted to load
on more than one factor, as demonstrated by
large modification indexes. These indicators
were then deleted one by one, since the
deletion of one indicator in a model may
affect other parts of the model
simultaneously (Segars and Grover, 1993),
until the ``best fitting'' measurement modelhas been achieved.
Based on the above-mentioned revisions,
the revised measurement model, as shown in
Table I, attained improvements in all
goodness-of-fit indices (12/df: 2.21 ? 1.15;
[ 2 3 ]
Eddie W.L. Cheng andDanny C.K. HoThe influence of job and careerattitudes on learningmotivation and transfer
Career DevelopmentInternational6/1 [2001] 2027
-
7/29/2019 [APOSTILA] INGLS INSTRUMENTAL.pdf
68/71
AGFI: 0.55? 0.80; RMSR: 0.095? 0.071; NNFI:
0.89 ? 0.99; CFI: 0.90 ? 0.99), and a non-
significant chi-square statistic (p = 0.15)
which exceeded the recommended level
(p > 0.05). Individual measurement models
for each variable were also computed to
check whether they achieved a good fit to the
data (Chau, 1997). As shown in Table II, all
individual measurement models achieved a
very good fit. Thus, the ``combined''
measurement model possessed good
psychometric properties. The correlation
matrix was shown in Table III. After the
measurement model had been ``cleaned'' and
said to be the best fit to the data, the revised
model would enter into the second stage for
testing the structural model.
The structural modelThis stage of analysis involved the testing of
the hypothesised relationships among the
latent variables. The computation was based
upon a simultaneous regression of the
endogenous variable in the structural model
on the predicted antecedents. Table IV
presents the goodness-of-fit indices for the
hypothesised structural model. All these
indices surpassed the recommended values,
and indicated that the model had a very good
fit to the data (12/
top related