Sea-ice anomalies in the Sea of Okhotsk and the relationship with storm tracks in the Northern Hemisphere during winter

Previous studies have shown that sea-ice in the Sea of Okhotsk can be affected by local storms; in turn, the resultant sea-ice changes can affect the downstream development of storm tracks in the Pacific and possibly dampen a pre-existing North Atlantic Oscillation (NAO) signal in late winter. In this paper, a storm tracking algorithm was applied to the six hourly horizontal winds from the National Centers for Environmental Prediction (NCEP) reanalysis data from 1978(9) to 2007 and output from the atmospheric general circulation model (AGCM) ECHAM5 forced by sea-ice anomalies in the Sea of Okhotsk. The life cycle response of storms to sea-ice anomalies is investigated using various aspects of storm activity—cyclone genesis, lysis, intensity and track density. Results show that, for enhanced positive sea-ice concentrations in the Sea of Okhotsk, there is a decrease in secondary cyclogenesis, a westward shift in cyclolysis and changes in the subtropical jet are seen in the North Pacific. In the Atlantic, a pattern resembling the negative phase of the NAO is observed. This pattern is confirmed by the AGCM ECHAM5 experiments driven with above normal sea-ice anomalies in the Sea of Okhotsk

Exploring the relationship between listening development and strategy use

This paper reports on an investigation into the development of the listening proficiency and strategic behaviour of 15 lower-intermediate learners of French in England. We consider whether listeners remain in the same listening proficiency group after six months, and whether changes in strategy use are related to movement or non-movement between listening proficiency groups. We also examine whether learners’ strategic behaviour reflects their teachers’ approaches to listening. Data were gathered at two time points from a recall protocol which learners completed after listening to short passages and from verbal reports made by learners while they completed a multiple choice listening task. Teacher interviews provided information on how listening had been presented in learners' classrooms. We detected little movement by students across the listening proficiency groups between the two time points. In spite of some changes in frequency of strategy use, we also observed stability in manner of use by some learners. Differences in strategy use were more evident between groups (non-movers, improvers and decliners) than between uses from Time 1 to Time 2. We conclude by discussing the pedagogical implications of these findings.