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This book is a study on curriculum design that includes the practices in relation to needs assessment, course development and testing. The aim of the book is to provide the reader with a systematic and research-wise course design primarily in languages and also in other discipline areas. The course design process is a type of research that is to be conducted in several stages by following the academic guidelines in curriculum theory and then reflecting on all this theory during the research-oriented practices. Thus, course design appears to be a process in which curriculum theory is linked to educational research and practice. However, given the currently available books on the market, it appears that there is a need for a source that would include or synthesize theory and practice. That is, there is a lack of available sources that include practical applications of theoratical information on curriculum development in combination with a concrete curriculum and course design process. As most books on course or curriculum design lack a concrete example with all the necessary steps of curriculum design, we believe that this book will fill this gap with its full and detailed explanations as to the necessary steps for course design. Furthermore, this book will meet the above need by emphasizing the course design process as a very important research-driven practice. To serve these ends, we believe that this book will be beneficial for researchers working on educational sciences and foreign languages, as well as for those working as professionals (teachers, lecturers etc.) in the teaching of languages and other discipline areas.

This book is composed of 7 chapters. Chapter 1 serves as an introductory part to the study and to all of the other parts of the book. Chapter 2 provides the literature review for language courses and curriculum design and this part centers around three main dimensions: a) conceptual, b) procedural and c) research-wise background to the language curriculum development. Chapter 3 gives information about the needs assessment, which is the first step in the curriculum design process. Chapter 4 discusses the curriculum design model used in the study and its relevant procedures and more specifically the end product of each particular process determined on the curriculum design model. Chapter 5 provides a unit and a sample lesson plan generated as a result of the curriculum development process told in the previous chapters. Chapter 6 gives information about the field testing of the sample lesson plan provided and mentioned in the previous chapter. Chapter 7 concludes the book with a discussion of final comments on the curriculum development process and with the inclusion of some recommendations for future developmental studies in this area. We believe that the procedures and tactics related to course design and development given in this source will be beneficial for those aiming to design their own courses by utilizing the theoretical and practical information provided in this book.

Dr. Gülçin Mutlu & Dr. Ali Yıldırım

* Preliminary results of the study reported in this book was presented at the European Research Conference (EERA-ECER 2017 Copenhagen: Reforming Education and the Imperative of Constant Change: Ambivalent roles of policy and educational research) in 2017 in Copenhag, Denmark.