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of structurally grading courses is a complex one (Nunan, 1988). Research findings are mixed and indicate that “increasing complexity is not always the best criterion for ordering material” (McNeil, 2006, p. 330). Dudley- Evans and St John (1998) state that the available evidence and knowledge is not enough to organize all language features based on the simplicity/difficulty order. “Grading is achieved not through the course order/outline but through the materials and methodology” (p. 168). Krashen (1981, 1982, cited in Nunan, 1988) believes “grading is unnecessary because classroom input which is interesting, meaningful and relevant will automatically be at an appropriate order of difficulty, and that graded syllabus will lead to a focus on meaning not form” (p. 65). In line with Krashen’s idea, Clark (1987) argues that “any form of strict structural control over input data, either in the selection or grading of it, can be rejected” (p. 58).

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