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

• Moreover, recasts are not the dominant feedback strategies in the present study.
  而且投射法在反馈策略中不占主导地位。
• 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。
• 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。
• Teachers prefer to use explicit correction and recasts to correct phonological and grammatical errors.
  其中，教师喜欢用明确纠错法和重述法纠正学生的语音和语法错误。
• 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；
• A Study of the Effects of Recasts on Learners 'L2 Output
  重铸对学习者二语产出的影响
• The results showed that: ( 1) Recasts and elicitations do have differential effect on learner repair in dyadic interaction.
  实验结果发现：（1）在师生互动过程中，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有差异。
• While partial recasts appeared explicit, full recasts were much less explicit in the story description tasks and became increasingly implicit in the information gap tasks.
  部分重铸表现为显性，故事描述任务中的完整重铸显性大幅降低，而信息沟任务中的完整重铸则逐渐变为隐性。
• In conclusion, the present study suggests that learners 'perceptions of recasts may in part be constrained by characteristics of recasts and task features.
  综上所述，本研究表明学习者对于重铸的感知可能会受到重铸特点以及任务特征的制约。
• It also reveals the importance of the instructional setting and draws attention to the interaction between recasts and the instructional setting.
  本研究也显示了教学环境在语言教学中的重要性，探讨了重铸和教学环境的相互作用。