Google Translate’s new Pinyin function sucks

Google Translate has a new function: conversion to Hanyu Pinyin, which would be exciting and wonderful if it were any good. But unfortunately it’s terrible, all things considered.

What Google has created is about at the same level as scripts hobbyists cobbled together the hard way about a decade ago from early versions of CE-DICT. Don’t get me wrong: I greatly admire what sites such as Ocrat achieved way back when. But for Google — with all of its data, talent, and money — to do essentially no better so many years later is nothing short of a disgrace.

To see Google Translate’s Pinyin function in action you must select “Chinese (Simplified)” or “Chinese (Traditional)” — not English — for the “Translate into” option. And then click on “Show romanization”.

For example, here’s what happens with the following text from an essay on simplified and traditional Chinese characters by Zhang Liqing:

談中國的“語”和“文”的問題,我覺得最好能先了解一下在中國通用的語言。中國的主要語言有哪些?為甚麼我說這個,而不說那個?因為環境?因為被強迫?因為我愛這個語言?因為有必要?因為這個語言很重要?也想想什麼是中國人的共同語言。用一個共同語言有必要嗎?為什麼?別的漢語的去向會怎麼樣?如果你使用中國的共同語言普通話,你了解這個語言的語法(比如“的, 得, 地“ 和“了” 的不同用法)嗎? 知道這個語言的基本音節(不包括聲調)只有408個嗎?

screenshot of Google Translate with the text above

Google Translate will produce this:
screenshot of Google Translate with the text above and how Google Translate puts this into Pinyin (see text below)

tán zhōng guó de“yǔ“hé” wén” de wèn tí, wǒ jué de zuì hǎo néng xiān liǎo jiè yī xià zài zhōng guó tōng yòng de yǔ yán。zhōng guó de zhǔ yào yǔ yán yǒu nǎ xiē?wéi shèn me wǒ shuō zhè ge, ér bù shuō nà gè?yīn wèi huán jìng?yīn wèi bèi qiǎng pò?yīn wèi wǒ ài zhè ge yǔ yán?yīn wèi yǒu bì yào?yīn wèi zhè ge yǔ yán hěn zhòng yào?yě xiǎng xiǎng shén me shì zhōng guó rén de gòng tóng yǔ yán。yòng yī gè gòng tóng yǔ yán yǒu bì yào ma?wèi shé me?bié de hàn yǔ de qù xiàng huì zěn me yàng?rú guǒ nǐ shǐ yòng zhōng guó de gòng tóng yǔ yán pǔ tōng huà, nǐ liǎo jiě zhè ge yǔ yán de yǔ fǎ(bǐ rú“de, de, de“ hé“le” de bù tóng yòng fǎ) ma?zhī dào zhè ge yǔ yán de jī běn yīn jié(bù bāo kuò shēng diào) zhǐ yǒu408gè ma?

Here’s what’s wrong:

  • This is all bro ken syl la bles instead of word parsing. (So it’s never even a question if they get the use of the apostrophe correct.)
  • Proper nouns are not capitalized (e.g., zhōng guó vs. Zhōngguó).
  • The first letter in each sentence is not capitalized.
  • Punctuation is not converted but remains in double-width Chinese style, which is wrong for Pinyin.
  • Spacing around most punctuation is also incorrect (e.g., although a space is added after a comma and a closing parenthesis, there’s no space after a period or a question mark. See also the spacing or lack thereof around quotation marks, numerals, etc.)
  • Because of lack of word parsing, some given pronunciations are wrong.

In my previous post I complained about Google Maps’ unfortunately botched switch to Hanyu Pinyin. I stated there that, unlike Google Maps, Google Translate would correctly produce “Chengdu” from “成都” (which it does when “translate into” is set for English). But I see that the romanization bug feature of Google Translate also fails this simple test. It generates the incorrect “chéng dōu”.

All of this indicates that Google apparently is using a poor database and not only has no idea of how Pinyin is meant to be written but also lacks an understanding of even the basic rules of Pinyin.

If you should need to use a free Web-based Pinyin converter, avoid Google Translate. Instead use Adso (from the fine folk at Popup Chinese) or perhaps NCIKU or MDBG — all of which, despite their limitations (c’mon, guys, sentences begin with capital letters), are significantly better than what Google offers.

By the way, Google Translate will also romanize Japanese texts written in kanji and kana, Russian texts written in Cyrillic, etc. But I’ll leave those to others to analyze.

For lagniappe, here’s a real Hanyu Pinyin version of the text above:

Tán Zhōngguó de “yǔ” hé “wén” de wèntí, wǒ juéde zuìhǎo néng xiān liǎojiě yīxià zài Zhōngguó tōngyòng de yǔyán. Zhōngguó de zhǔyào yǔyán yǒu nǎxiē? Wèishénme wǒ shuō zhège, ér bù shuō nàge? Yīnwei huánjìng? Yīnwei bèi qiǎngpò? Yīnwei wǒ ài zhège yǔyán? Yīnwei yǒu bìyào? Yīnwei zhè ge yǔyán hěn zhòngyào? Yě xiǎngxiang shénme shì Zhōngguórén de gòngtóng yǔyán? Yòng yīge gòngtóng yǔyán yǒu bìyào ma? Weishenme? Biéde Hànyǔ de qùxiàng huì zěnmeyàng? Rúguǒ nǐ shǐyòng Zhōngguó de gòng tóng yǔyán Pǔtónghuà, nǐ liǎojiě zhège yǔyán de yǔfǎ (bǐrú “de” hé “le” de bùtóng yǒngfǎ) ma? Zhīdao zhège yǔyán de jīběn yīnjié (bù bàokuò shēngdiào) zhǐ yǒu 408 ge ma?

angling through dictionaries

The most recent rerelease from Sino-Platonic Papers is Tiao-Fish through Chinese Dictionaries (4.3 MB PDF), by Michael Carr.

The tiáo < d’ieu < *d’iôg fish, a classical Chinese happiness metaphor, has been contradictorily identified as a chub, culter, dace, eel, goby, hairtail, hemiculter, loach, mullet, paddlefish, and pike. This paper illustrates the history of Chinese lexicography by comparing tiáo definitions from thirty-five Chinese monolingual dictionaries with tiáo translation equivalents from sixteen Japanese and seventeen Western language bilingual ones.

As Carr explains, “The tiáo fish provides a historical microcosm of Chinese lexicography because every principal dictionary defines it, and because *DZIOG‘s multifarious pronunciations and writings illustrate some unique linguistic problems in Chinese dictionaries.”

This was first published in September 1993 as issue no. 40 of Sino-Platonic Papers.

some tiao fish

kanji scandal

The Kyoto-based Japan Kanji Aptitude Testing Foundation — the group behind the Kanji of the Year announcement and which runs Japan’s well-attended kanji aptitude tests — is registered as a public-interest corporation, which means that it is not supposed to generate profits greater than it needs to operate (much like a non-profit organization in the United States). On March 10, however, Japan’s Ministry of Education stepped in, saying that the foundation was making too much money and needed to overhaul its operations.

How much money are we talking about?

The foundation racked up profits of ¥880 million [US$8.8 million] in fiscal 2006 and ¥660 million in fiscal 2007. The value of its assets increased from ¥5 billion at the end of fiscal 2004 to ¥7.35 billion at the end of fiscal 2007. It would not be far-fetched to say that the foundation has created a kanji business. Kanken became a registered trademark. In fiscal 2007 alone, the foundation sold some 1.5 million copies of books. It is also providing kanji-related questions to TV shows.

But there are more problems than just how much of the money the foundation makes. It has been funneling money into companies controlled by the foundation’s director and his son, the deputy director. “In fiscal 2007, commissions to these companies amounted to 2.48 billion yen [US$24.9 million], accounting for about 40 percent of the foundation’s annual expenditures,” the Asahi Shimbun reported.

Moreover, it appears the companies did little work for the large amount of money they received.

The Ministry of Education has warned the foundation before, with not much in the way of results. The foundation is to report back to the ministry by April 15. Given how entrenched the foundation is within Japan, I don’t expect much to change.


foreign languages in NZ secondary schools

New Zealand’s Ministry of Education has released figures on secondary school enrollments in foreign languages in 2007, according to a newspaper report.

Education Ministry figures show nearly 70,000 pupils studied foreign languages at secondary schools last year, with 27,284 learning French.

Japanese was also popular (18,440), followed by Spanish (9531) and German (6623).

Chinese… attracted just 1687 pupils.

The total of those figures (63,565) seems considerably shy of “nearly 70,000.” So I suspect some languages more popular than Mandarin have been left off the list. Either way, Mandarin takes only about 2.5 percent of the total. And no indication is given of what percentage of those are “heritage” students.

That’s a lot of kids taking Japanese, though. Can anyone familiar with the situation in New Zealand comment on that?

I wasn’t able to locate the source of these figures. I did, however, find some figures from ten years ago, though they don’t include Mandarin. Also, I don’t understand the categories. But, FWIW:

Numbers of students studying second languages, July 1998

language secondary learners primary & intermediate learners
Japanese 21,701 13,625
French 20,990 8,413
German 7,377 3,877
Spanish 2,247 5,172

A few more lines from the 2008 report:

Under the new curriculum, schools must be “working toward” offering pupils in years 7 to 10 the option of learning a second language from 2011, in a push to make more Kiwis bilingual.

However, the ministry says it is up to schools and their communities to choose which languages are offered – meaning French is likely to remain popular.

A ministry spokesman said measures were underway to boost teachers’ ability to teach a variety of foreign languages in schools.

They included Maori medium scholarship and overseas exchange programmes.


further reading:

that horizontal feeling

The Yomiuri Shimbun reports, “A series of classic works by renowned novelists is proving popular due to innovative designs and the fact the text is printed using lateral text rather than the vertical columns usually used for Japanese novels.”

The first two books in the Meisaku Bungaku (Masterpiece Literature) series are single volume editions of Soseki Natsume’s “Kokoro” (Heart) and Osamu Dazai’s “Ningen Shikkaku” (No Longer Human), both published on Aug. 1.

The venture by the publisher, Goma Books, is aimed at getting young people to read classic fiction in a similar manner to the way they read novels on mobile phones.

The two books feature photographs of actresses on their front covers, and the type is not the usual black, but features colors such as orange and bright green to give the books a casual feel. Such designs, coupled with the horizontal text, have helped the publisher sell more than 50,000 copies of the novels since they were put on sale.

The two books were among 60 novels made available on the Goma Books mobile phone Web site in April last year. They were selected due to their great popularity.

Copyright on all the site’s books has expired because at least 50 years have passed since the death of their authors.

Some site users said they found it easy to read the masterpieces when they were written horizontally rather than vertically. The site attracts about 100 million hits a month, prompting the publisher to put out printed forms of the works.

As well as the switch from vertical to horizontal text, other ideas also were adopted.

Reading ease was taken into account, with the publisher using fewer words per page and more space between lines. Kana syllables are also frequently printed alongside kanji to aid readers.

My favorite bit, in part because I wonder if the first sentence had ever been uttered before, comes next. Or is this a topic that has been hotly debated among the Japanese literati?

“The emotions [of the work] are not lost with lateral writing,” said Yutaka Akiyama–a former editor at publisher Iwanami Shoten–who was responsible for compiling the complete works of Soseki. “Soseki himself wrote his notes horizontally.”

The second batch of three works, which include Ryunosuke Akutagawa’s “Kumo no Ito” (The Spider’s Thread), came out Friday.

source: Laterally printed classics prove hit, Daily Yomiuri Online, August 23, 2008

US post-secondary enrollments in foreign languages and the position of Mandarin

graphs showing the enrollments of Japanese and Mandarin over time, with Italian thrown in by way of comparisonFrom the way the U.S. media talk about the boom in Mandarin classes, it’s easy to get the impression that Mandarin is about to become the most studied language in the United States. So I offer the following overdue reality check.

The data come from the results of a large survey of foreign-language enrollments in U.S. post-secondary schools. The survey was conducted by the Modern Language Association. I started work on this post when the results were released in November 2007; but, well, I got distracted.

This post has lots of tables and figures, so for those who don’t want to scan through everything I offer some basic points up front.

  • Spanish has more enrollments than all other foreign languages put together.
  • By far the biggest enrollment boom since 1990 has not been for Mandarin but for American Sign Language.
  • The boom in enrollments in Arabic also surpasses that for Mandarin.
  • Mandarin is indeed growing in popularity — but in recent years only at the undergraduate level.
  • Japanese continues to be more popular than Mandarin, though by an ever-smaller margin.
  • Mandarin is the seventh most studied foreign language in U.S. post-secondary schools, behind Spanish (which leads Mandarin by a ratio of 16:1), French, German, American Sign Language, Italian, and Japanese.
  • Relatively speaking, enrollments in foreign languages are much lower than they were 30 years ago.

A few summary remarks of my own:

  • I don’t expect the high growth rates for Mandarin to continue for many more years unless the programs are dumbed down (in which case they wouldn’t count for much) or Pinyin gains a much more prominent role in Mandarin pedagogy (and not just at the introductory level). The difficulties of Chinese characters will help keep numbers down, as will the eventual realization that learning Mandarin isn’t an easy ticket to riches (or even a ticket to riches at all).
  • Japanese received a big boost in the 1980s, when the media cranked out story after story about the power of Japan’s rising economy and the need to learn the language. Yet Japanese didn’t become the next big world language. I predict a similar path for Mandarin.
  • A high percentage of those taking Mandarin classes in U.S. high schools are students who are both ethnically Chinese and already familiar with the language. The MLA didn’t provide figures on that for post-secondary students. But I would be surprised if such “heritage” students don’t represent a higher percentage of those in Mandarin language courses than heritage students in most other language classes.

OK, now on to some details.

Look below at the growth for American Sign Language since 1990. If Mandarin had had that sort of growth (4,820 percent!) the pundits would no doubt be telling us that the Chinese had already taken over the planet and were going to rule the entire galaxy within the next decade. (And don’t get me started about the supposed Mandarin in Serenity/Firefly.) But American Sign Language just doesn’t seem to get the same sort of respect, despite the fact that it still has more than 50 percent more enrollments than Mandarin. Arabic, which has also had a much faster growth rate than that of Mandarin, hasn’t received the same level of hype either.

Growth in Enrollments: in declining order of growth from 1990 to 2006

Enrollments 1990 2006 % Growth 2002-06 % Growth 1990-2006
American Sign Language 1,602 78,829 29.7 4820.7
Arabic 3,475 23,974 126.5 589.9
Korean 2,286 7,145 37.1 212.6
Mandarin 19,490 51,582 51.0 164.7
Hebrew 12,995 23,752 4.2 82.8
Portuguese 6,211 10,267 22.4 65.3
Italian 49,699 78,368 22.6 57.7
Spanish 533,944 822,985 10.3 54.1
Japanese 45,717 66,605 27.5 45.7
French 272,472 206,426 2.2 -24.2
German 133,348 94,264 3.5 -29.3
Russian 44,626 24,845 3.9 -44.3
Total 1,125,865 1,489,042 12.7 32.3

Change in enrollments over time: in declining order of total enrollment for 2006

Change between Surveys 1995-98 1998-2002 2002-06
Spanish 8.3% 13.7% 10.3%
French -3.1% 1.5% 2.2%
German -7.5% 2.3% 3.5%
American Sign Language 165.3% 432.2% 29.7%
Italian 12.6% 29.6% 22.6%
Japanese -3.5% 21.1% 27.5%
Mandarin 7.5% 20.0% 51.0%
Russian -3.8% 0.5% 3.9%
Arabic 23.9% 92.3% 126.5%
Hebrew * 20.6% 44.0% 4.2%
Portuguese 6.0% 21.1% 22.4%
Korean 34.0% 16.3% 37.1%
Total 5.0% 16.6% 12.7%

* Modern and Biblical Hebrew combined

Below: Russian may not have the top number of enrollments, but it certainly has some motivated students, given the high numbers of them in advanced courses.

Enrollments in Introductory-Level Courses vs. Enrollments in Advanced-Level Courses

Intro Enr. Advanced Enr. Total Enrollment Ratio of Intro Enr. to Advanced Enr.
Russian 17,527 6,569 24,096 2.67:1
Portuguese 7,387 2,422 9,809 3.05:1
German 72,434 18,758 91,192 3.86:1
French 160,736 40,927 201,663 3.93:1
Korean 5,511 1,397 6,908 3.94:1
Greek, Ancient 13,250 3,176 16,426 4.17:1
Mandarin 41,193 9,262 50,455 4.45:1
Spanish 669,432 142,602 812,034 4.69:1
Japanese 55,161 10,585 65,746 5.21:1
Latin 26,787 4,383 31,170 6.11:1
Hebrew, Modern 7,665 1,250 8,915 6.13:1
Arabic 20,571 2,463 23,034 8.35:1
Italian 69,757 7,593 77,350 9.19:1
Hebrew, Biblical 7,854 705 8,559 11.14:1
American Sign Language 72,694 5,249 77,943 13.85:1
Other languages 27,836 3,478 31,314 8.00:1
Total 1,275,795 260,819 1,536,614 4.89:1

One thing I find particularly troubling is that the number of graduate students studying Mandarin has fallen. (Please click on the link in the previous sentence, since the relevant table is too wide to fit on this page.) The much-ballyhooed but also much-deserved increase in students studying Mandarin has all been at the undergraduate level. Given that the grad enrollment as a percentage of total enrollment for Mandarin is about the same as that for French (2.63 percent and 2.73 percent, respectively) it might appear that Mandarin has simply reached a “normal” ratio in this regard. But native speakers of English generally need much more time to master Mandarin than to master French. Simply put, four years, say, of post-secondary study of French provides students with a much greater level of fluency than four years of post-secondary study of Mandarin.

Also, there is a great deal more work that needs to be done in terms of translations from Mandarin. I do not at all mean to belittle the work being done in French — or in any other language. In fact it pains me that the MLA’s list of languages being studied included neither Old French nor Provençal, both of which I have studied and love dearly. I just mean that Mandarin has historically been underrepresented in U.S. universities given the number of speakers it has and its body of texts that have not yet been translated into English. U.S. universities need to be producing many more qualified grad students who can handle this specialized work. And right now, unfortunately, that’s not happening.

Post-Secondary Enrollments in Select Sino-Tibetan Languages and Classical Japanese: 2002, 2006

Two-Year Colleges Undergrad Programs Grad Programs Total
Language 2002 2006 2002 2006 2002 2006 2002 2006
Cantonese 47 96 128 82 5 0 180 178
Literary Sinitic 0 0 56 101 18 12 74 113
Japanese, Classical 0 0 8 23 11 7 19 30
Taiwanese 0 0 34 21 13 0 47 21
Tibetan 0 0 43 56 35 64 78 120
Tibetan, Classical 0 0 8 11 20 33 28 44

The figures in the table above are probably too low. Literary Sinitic (“classical Chinese”) is probably especially underrepresented because often too little differentiation is given between it and modern standard Mandarin. But at least the numbers can provide minimum figures.

Enrollments in Introductory Classes: 2-Year Schools vs. 4-Year Schools

Language Ratio of Intro Enr. in 2-Year Schools to Intro Enr. in 4-Year Schools
Greek, Ancient 0.00:1
Hebrew, Biblical 0.01:1
Latin 0.04:1
Hebrew, Modern 0.07:1
Portuguese 0.11:1
Russian 0.15:1
German 0.20:1
Italian 0.23:1
French 0.24:1
Arabic 0.26:1
Mandarin 0.26:1
Korean 0.28:1
Japanese 0.39:1
Spanish 0.49:1
American Sign Language 1.47:1
Other languages 0.24:1

American Sign Language sticks out here as the only language that more people take at the introductory level at junior colleges than at universities. Roughly twice as many people take introductory Spanish in universities as at junior colleges. Introductory Japanese classes are surprisingly popular at the two-year college level, well above the level for introductory Mandarin, though Mandarin is not unpopular itself.

Course Enrollments in Some Asian and Pacific Languages

Language 1998 2002 2006 % Change 2002–06
Hindi/Urdu 1314 2009 2683 33.55
Vietnamese 899 2236 2485 11.14
Tagalog/Filipino 794 1142 1569 37.39
Sanskrit 363 487 607 24.64
Hmong 15 283 402 42.05
Thai 272 330 307 -6.97
Indonesian 223 225 301 33.78
Samoan 207 201 280 39.30
Cantonese 39 180 178 -1.11
Tibetan 80 78 120 53.85
Literary Sinitic 32 74 113 52.70
Pashto 14 103 635.71
Punjabi 32 99 103 4.04
Total 4270 7358 9251 25.73

Although more U.S. postsecondary students are studying languages other than English than ever before, that’s unfortunately not because U.S. students as a whole have finally embraced the study of languages. Rather, there are simply more students now. Relatively speaking, enrollments in foreign languages are much lower than they were 30 years ago.

graph showing that present US postsecondary enrollment in foreign languages is relatively much lower than it was in in the 1960s

If “ancient” foreign languages such as Latin and Ancient Greek were included in the graph, the imbalance between the 1960s and the present in foreign-language enrollments would be even greater.

source: Enrollments in Languages Other Than English in United States Institutions of Higher Education, Fall 2006 (PDF), MLA, November 13, 2007

Results of US AP exams: first year for Mandarin, Japanese

2007 was the first year that the U.S. College Board offered an Advanced Placement (AP) exam for “Chinese Language and Culture.” It was also the first year students could take an AP exam in “Japanese Language and Culture.”

Data for the results as a whole have just been released. The figures for Mandarin are remarkably lopsided.

A total of 81.1 percent of those taking the exam for Mandarin and Chinese culture achieved the top score of 5, a much higher percentage than with any other test. The subject with the second highest percentage of 5’s was Japanese (43.4 percent), followed by Electricity and Magnetism (33.8 percent), Mechanics (26.1 percent), and German (24.4 percent). In most other subjects a score of 5 was achieved by only about 10 percent to 20 percent of test takers.

Let’s look at those who achieved only the lowest score (1). Here, too, Mandarin stands out, with by far the lowest percentage of test takers with this score (1.5 percent). Next are Drawing, 2-D Design, and 3-D Design (5.8 percent); English Language and Composition (10.9 percent); and Calculus BC (13.5 percent). Most subjects have “1” rates in the 20s.

Comparison of Scores Across Language Exams
chart comparing how well test takers did in various language exams, with scores for 'Chinese' being far higher than all others; languages listed: Mandarin, French, German, Italian, Japanese, Latin, and Spanish

Comparison of Lowest Scores Across Language Exams
comparing percentages of test takers receiving the low score of '1', with all languages other than Mandarin falling above 13% -- Mandarin at a mere 1.5%

So, does this indicate Mandarin isn’t damn hard for students after all or that the perfect pedagogy for this subject has been reached? Of course not.

Only 11.1 percent of the 3,260 people taking the Mandarin exam did not indicate on their test that they “regularly speak or hear the foreign language of the examination at home, or that they have lived for one month or more in a country where the language is spoken.”

Percent of test takers who “regularly speak or hear the foreign language of the examination at home” or “have lived for one month or more in a country where the language is spoken”
chart showing that far more students taking the Mandarin AP exam are already speakers of that langauge

Thus, it’s no surprise to see that 89.4 percent of those taking the Mandarin exam identified themselves as “Asian, Asian American, or Pacific Islander.” Of all those across the entire United States who took the Mandarin exam last year, only 363 people did not identify themselves as falling within that category. This certainly does not match the hype about Mandarin as the foreign language being studied.

While I congratulate those who scored well on the exam (Chinese characters can certainly be a pain to learn regardless of your background), the test — and perhaps the curriculum, too — evidently needs considerable revision, which isn’t too surprising considering this was its first appearance. I’m a bit saddened, though, to see that more students from a wider variety of backgrounds aren’t taking up the challenge of Mandarin.

There doesn’t appear to be much of a gender imbalance, however, in AP Mandarin classes.

Percentages of students in AP language exams, by sex
chart showing the percentages of students in various AP language exams, by sex

Within a week or two I’ll be posting some interesting figures about U.S. post-secondary enrollments in Mandarin and other languages.

source: The 4th Annual AP Report to the Nation, College Board, February 13, 2008

Compensation for kanji-input basic technology subject of lawsuit

A Japanese man who says he invented the technology behind the context-based conversion of a sentence written solely in kana into one in both kanji and kana, as well as another related technology, filed suit against Toshiba on December 7, seeking some US$2.3 million in compensation from his former employer.

Shinya Amano, a professor at Shonan Institute of Technology, said in a written complaint that although the firm received patents for the technologies in conjunction with him and three others and paid him tens of thousands of yen annually in remuneration, he actually developed the technologies alone.

Amano is claiming 10 percent of an estimated ¥2.6 billion in profit Toshiba made in 1996 and 1997 — much higher than the roughly ¥230,000 he was actually awarded for the work over the two-year span.

His claim is believed valid, taking into account the statute of limitations and the terms of the patents.

“This is not about the sum of the money — I filed the suit for my honor,” Amano said in a press conference after bringing the case to the Tokyo District Court.

“Japan is a technology-oriented country, but engineers are treated too lightly here,” he said.

Toshiba said through its public relations office that it believes it paid Amano fair compensation in line with company policy. The company declined to comment on the lawsuit before receiving the complaint in writing.

Amano claims that he invented the technology that converts a sentence composed of kana alone into a sentence composed of both kanji and kana by assessing its context, and another technology needed to prioritize kanji previously used in such conversions.

Using theories of artificial intelligence, the two technologies developed in 1977 and 1978 are still used today in most Japanese word-processing software, he said.

source: Word-processor inventor sues Toshiba over redress, Kyodo News, via Japan Times, December 9, 2007