Abstract
With the development and prevalence of machine translators, concerns among
English teachers have surfaced regarding their roles and the necessity of English
education itself. By examining three prominent communication models by
Widowson (1978), Canale (1983) and Bachman (1990), the study seeks to clarify the
tendencies seen in machine translators’ translations. It becomes apparent that while
certain competencies can indeed be automated, others necessitate human
interventions. Consequently, this paper advocates for a strategic shift in English
education, emphasizing the indispensable aspects that machine translators cannot
replace. More precisely, the result indicates that future English education should
focus on nurturing English skills necessary for personal interactions and reinforcing
Japanese language abilities, knowledge on conventions of coherence, culture, and the
world. Along with these language abilities and knowledge, sensitivity toward the
context and language should also be emphasized. This reorientation is crucial for the
future of English education to coexist with machine translators.
