The principle of organization in a general language syllabus can be structural, 
functional, experiential, or some combination of the three.It seems that some form of grading, either implicit or explicit, is a 
universal requirement in language teaching.As Krashen (1982) points out, it is possible that natural, 
communicative, roughly-tuned input which does not aim directly at the next 
stage in the learning sequence may have advantages in that it reduces the 
anxiety level, provides more opportunities for recycling, and focuses 
attention on meaning rather than form.The principle of grading is 
inherent in structural and functional syllabuses arranged on a taxonomic 
basis, but it also extends to experiential, non-analytic language teaching.Those methods which place a high value on naturalistic, real-life input usually 
contain a hidden curriculum which enables the teacher to maintain control 
over the material, although in such cases the nature of the control is relatively 
unobtrusive and indirect.In most circumstances, then, the choice is not 
between close control, and no control at all, but between 'finely tuned' 
(explicitly graded) and 'roughly tuned' (implicitly graded) input for the 
learner.It does, 
however, require that control over the course material should be exercised in a more subtle and flexible way than can normally be achieved by means of a 
traditional structural syllabus.It is important to note that this 
approach does not constitute a case for the abolition of grading.