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

• The limitations of this study lies in its lack of follow-up studies to explore the long-term impact of teacher recasts with additional cues on student language development.
  本文不足是有关教师重述语对学生语言发展的长期影响没有进行跟踪研究，还有待进一步探讨。
• 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）。
• 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。
• 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。
• 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。
• Three weeks later, the delayed post-tests ( oral and written) were administered to investigate the long-term effect of recasts.
  三周后再进行延时后测以研究重铸的长期影响，整个实验过程总共为7周。
• Two combinations of recasts were more effective than recasts group, while there was no significant difference between two combinations. ( 3) Feedback type interacted with student type.
  独立的重铸和两种组合重铸的差异显著。两种组合重铸并无显著差异。（3）反馈类型与学生类型存在交互作用。
• 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。
• 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。
• After two treatments, the post-tests ( oral and written) were conducted in order to find out the short-term effect of recasts on learners 'proficiency.
  两次讨论完成后，进行后测（口试和笔试）以观察重铸对学习者语言水平的短期影响。