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。

  1. VERB 重组;重塑;重新安排
    If you recast something, 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。
  2. VERB 重新选择（角色扮演者）;更换（演员）
    To recast an 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。
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双语例句

  1. In effect, it recasts the entitlement as a voucher that pays for private insurance, then caps growth in the value of this voucher at a very low rate of increase.
    事实上，它将这项福利改造为一种用来支付私人保险的医疗券，并将医疗券额度增长率限制在一个非常低的水平。
  2. 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
  3. 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；
  4. 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。
  5. A Study of the Effects of Recasts on Learners 'L2 Output
    重铸对学习者二语产出的影响
  6. 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。
  7. 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。
  8. 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。
  9. First, recast type, task type and the interaction between them significantly affected subjects 'perceptions of recasts.
    首先，重铸类型，任务类型以及两者之间的交互作用显著影响学习者对于重铸的感知。
  10. Research sputtering gridded voltage of 700V, various heat recasts Ni-Cr alloy sheet resistance stability. 4.
    研究溅射屏栅电压为700V时，不同热处理温度对Ni-Cr合金薄膜电阻稳定性的影响。
  11. 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。
  12. 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。
  13. 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。
  14. 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。
  15. 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。
  16. 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。
  17. 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。
  18. 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。
  19. 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。
  20. 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。
  21. 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。
  22. 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。
  23. 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。
  24. 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。
  25. 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。
  26. 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）。
  27. 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。
  28. 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。
  29. 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。
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