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
- VERB 重组;重塑;重新安排
If yourecastsomething, you change it by organizing it in a different way.- 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。
- The shake-up aims to recast IBM as a federation of flexible and competing subsidiaries.
- 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.- 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。
- Stoppard had to recast four of the principal roles.
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。
双语例句
- 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; - 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。 - 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。 - 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。 - 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。 - 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。 - 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。 - 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。 - 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。 - 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。