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

• 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。
• Although explicit correction and recasts could attract the students 'attention, they may not make students aware why they are wrong and how to correct errors successfully.
  而明确纠正和重铸法虽然能够吸引学生注意，但是可能不会让他们意识到为什么出错以及如何改正。
• 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。
• 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。
• 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。
• 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。
• 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。
• 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
• The treatment groups differed as to ( 1) whether they received full recasts or partial recasts, and ( 2) whether they performed one-way story description tasks or two-way information gap tasks.
  实验组互相区别在两个方面：（1）接受的是完整重铸还是部分重铸，（2）执行的是单向的故事描述任务还是双向的信息沟任务。