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Chukwuma Livinus Ndububa
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DOI:10.17265/1539-8072/2026.04.001
The National Open University of Nigeria, Abuja, Nigeria
Naturally, a speaker’s misproduction of speech sounds may disorient the listener. If the listener has to struggle to understand the utterance, they might miss the message, leaving the speaker’s intended meaning unclear. Thus, this study sought to examine how British dictionaries assist non-native learners in mastering English speech sounds, analyse these dictionaries’ effectiveness in helping non-native speakers acquire accurate pronunciation, and identify the specific challenges non-native speakers face when using the dictionaries. Framed in Sweller’s (1988) Cognitive Load Theory and Lado’s (1957) Contrastive Analysis Theory, the study used a comparative qualitative research design to analyse 27 screenshots from six notable British dictionaries, categorised into six themes. Findings revealed how various British dictionaries present phonemic transcriptions, represent vowel phonemes, and mark prosody. It was also found that formatting is disrupted in some dictionaries, and there are instances of non-correspondence between offline mobile and online versions. The researcher concludes that dictionaries serve different lexicographic purposes and target specific users, so some lexicographic features are pedagogically intentional rather than errors. Teachers are advised to recognise this and review dictionary contents to determine which dictionaries to use and how. The researcher recommends that dictionary makers maintain consistency in lexicographic entries to reduce cognitive load on both teachers and learners.
British dictionaries, English, speech sounds, teaching, learning, challenges
Chukwuma Livinus Ndububa. Variation in Phonemic Representation in British English Dictionaries and Its Implications for Non-Native Speakers. Sino-US English Teaching, July-Aug. 2026, Vol. 23, No. 7-8, 137-151 doi:10.17265/1539-8072/2026.04.001
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