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In formulating language policy towards the teaching of English in a country, a variety of options are available to educational planners. For example, English could be positioned as the language of English-speaking countries such as the United Kingdom, Canada, the United States and Australia and be linked to the cultures of those and other English-speaking countries. Another option would be to emphasize its role as an international language and as a means of communication with the world beyond a country’s borders. A different function for English would be to position it as a tool for providing access to information needed for technical, scientific and economic development within a country, i.e., as a form of economic capital. English is learned for many different reasons. It may be an essential tool for education and business for some learners; it may be the language of travel and related activities of sightseeing for others; and it may be needed for social survival and employment for new immigrants in English-speaking countries. For some, it may be a popular language for the media, entertainment, the internet and other forms of electronic communication. For many, however, it may merely be a language that they are obliged to study, but which they may never really have any obvious need for.
Among the many positive aspects that can be considered in learning English, the text mentions one aspect that shows the uselessness of learning it. Mark the alternative that presents this characteristic of uselessness in the learning of English.