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The article analyses various ways of representing homonyms in different types of dictionaries of the English language (bilingual and monolingual). The author considers the influence of these representative methods on students’ perception of homonyms; studies various structures of dictionaries and reveals the lack of integrity in representation of homonyms regardless of the type of a dictionary (English- English or English-Russian) and its intent (educational or explanatory). The carried out experiments (free associative experiment; insertion of homonyms in a context) with high school students in a school with advanced study of English showed that even pupils who are good at a foreign language often don’t distinguish homonymy from phenomena related to it, such as polysemy.

The author presents a review of her professional experience in developing and implementing English language curriculum in the training of consultant-translators in Humanities. She focuses on a number of particular problems of adjusting the basic principles of PFUR's translator-training tradition to the present-day requirements and the possible ways of their solution.