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

• Lacking comprehensive inspection in this field, the domestic researchers are not able to present thorough analysis, particularly on recasts in oral English teaching in China.
  但是国内现有相关研究还未能对重铸进行全面地分析，尤其是中国英语口语课堂中的重铸现象。
• 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。
• 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。
• 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。
• Recasts, which used to be considered as an exemplar of implicit negative feedback, have recently been regarded by some researchers as often being explicit. The long-held belief that recasts are implicit in nature is now open to challenge.
  重铸一直都是内隐否定性反馈的范例，但是近来有研究者认为它经常是显性的，长期以来重铸本质上内隐的观念现在面临挑战。
• One first recasts fundamental equations into S-system ( synergistic and saturable system) canonical form and then solves the resulting set of simultaneous first-order differential equations by a variable-order, variable-step Taylor series method.
  将基本的微分方程改写成标准的S系统（synergisticandsaturablesystem）形式，然后采用变阶变步长的泰勒级数法对统一的S系统规范形式进行求解。
• 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。
• 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。
• 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