recasts

英 [ˌriːˈkɑːsts]

美 [ˌriːˈkæsts]

v.  改动; 重组; 改写; 重新安排(演员阵容); 改变(演员角色)
recast的第三人称单数

柯林斯词典

The form recast is used in the present tense and is the past tense and past participle. recast的过去式和过去分词与原形相同。


• VERB 重组;重塑;重新安排
  If yourecastsomething, you change it by organizing it in a different way.
  1. The shake-up aims to recast IBM as a federation of flexible and competing subsidiaries.
     改组的目标是把IBM重组为一个灵活的、相互竞争的子公司联盟。
• VERB 重新选择（角色扮演者）;更换（演员）
  Torecastan actor's role means to give the role to another actor.
  1. Stoppard had to recast four of the principal roles.
     斯托帕德只好更换4个主要角色的人选。

双语例句

• By comparing and contrasting the function of recasts in FTF and CMC, the study has presented the specific characteristics of each instructional setting and explored how they influence the efficacy of recasts.
  通过比较面对面和计算机媒介下重铸的作用，本文呈现了这两种教学环境的各自特点，探讨它们各自对重铸作用的影响。
• Although recasts have been the focus of many empirical studies, in both the laboratory and the classroom, few of them have compared and contrasted their performance in different instructional settings.
  尽管对重铸已有了大量实验环境和课堂环境里的实证研究，但很少有人对其在不同教学环境中的作用进行比较。
• There is no relationship between learner repair as a result of recasts and elicitations and type of tasks.
  重述和引导这两种反馈方式对中国英语学习者自我修正的效果和任务类型没有关联。
• However, due to various factors, the results of both the theoretical and empirical studies on the relative efficacy of recasts and prompts are in inconsistence.
  然而，由于受诸多因素的影响，无论是理论研究还是实证研究，关于重述和引导这两种反馈方式对二语习得效果的结论还存在分歧。
• The data analysis finds that teachers all tend to use explicit correction and recasts more in class, but the teacher in high level class prefers to use more negotiation of forms ( clarification requests, metalinguistic clues, elicitation, and repetition).
  研究中发现：三个班级的老师都倾向使用明确纠正和重铸的方法纠错，但是高水平班的教师会更多使用形式协商法（请求澄清法、元语言信息法、诱导法、重复法）。
• Such results are different from the previous studies. Yet, only based on teachers 'beliefs, it seems not enough to explain the differences. Thus, instructional strategies, definition of recasts and learners' proficiency level are regarded as the other possible reasons.
  仅依靠教师理念似乎无法解释这一现象，因而教学策略的不同、投射法定义上存在的差异以及学习者语言水平的不同也有可能是导致这一不同结果的原因。
• This study thus attempts to investigate the impact of recasts on Chinese students 'oral L2 output, specifically on subject-predicate agreement in the third person singular simple present tense ( briefed as S-V agreement).
  本研究调查了重铸对中国学生在一般现在时第三人称单数主谓一致（以下简称主谓一致）方面二语产出的影响。
• It was found in this study that ( a) Recasts have promoted the recast group's correct use of S-V agreement;
  本研究表明：重铸有助于重铸组提高他们对于主谓一致的正确使用率；
• Learners 'noticing of recasts as negative evidence was found to have an impact on their subsequent oral language development. It was also observed to be indicative of their modified speech.
  学习者对于重铸否定性证据的感知可以影响他们之后的口头语言发展和语言修正。
• Chinese Learners 'Noticing of Recasts Feedback in Ns-Nns Interaction
  汉语学习者对重述反馈注意度的研究