Regime dependent changes in global precipitation

Assessment of changes in precipitation (P) as a function of percentiles of surface temperature (T) and 500 hPa vertical velocity (ω) are presented, considering present-day simulations and observational estimates from the Global Precipitation Climatology Project (GPCP) combined with the European Centre for Medium-range Weather Forecasts Interim reanalysis (ERA Interim). There is a tendency for models to overestimate P in the warm, subsiding regimes compared to GPCP, in some cases by more than 100%, while many models underestimate P in the moderate temperature regimes. Considering climate change projections between 1980–1999 and 2080–2099, responses in P are characterised by dP/dT ≥ 4%/K over the coldest 10–20% of land points and over warm, ascending ocean points while P declines over the warmest, descending regimes (dP/dT ∼ − 4%/K for model ensemble means). The reduced Walker circulation limits this contrasting dP/dT response in the tropical wet and dry regimes only marginally. Around 70% of the global surface area exhibits a consistent sign for dP/dT in at least 6 out of a 7-member model ensemble when considering P composites in terms of dynamic regime.

Selective listening in L2 learners of French

This paper considers the issue raised by Brown (2008) regarding whether nouns are ‘privileged’ in memory over verbs during listening tasks, and whether attention to nouns, at least in the early stages of L2 learning, is a desirable strategy to be taught to learners, as Brown suggests it might be. The question of verb/noun recognition was explored in the present study using data from 30 lower-intermediate learners of French in England. Learners completed a listening task on two occasions, six months apart, producing recall protocols for short oral passages in French. We also explored learners’ attentional strategy use by asking them to report on this in writing immediately after the recall task. An analysis of verbs and nouns recognised indicated that verb recognition was lower than that of nouns, and that progress in verb recognition over six months was negligible. A qualitative analysis of learners’ strategy use indicated that learners with a more balanced verb/noun recognition profile took a broader focus, tending to focus their attention consciously at phrase/sentence level rather than at word level. These findings are discussed in terms of the development of listening skills over time, and the implications of this for L2 listening pedagogy.