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All Journal Edukasia Islamika Teosofia: Indonesian Journal of Islamic Mysticism Ijaz Arabi Journal of Arabic Learning IZDIHAR Al-Ma'rifah : Jurnal Budaya, Bahasa dan Sastra Arab Al Mahara: Jurnal Pendidikan Bahasa Arab ALSINATUNA INSANIA : Jurnal Pemikiran Alternatif Kependidikan HEUTAGOGIA: Journal of Islamic Education International Journal of Education and Teaching Zone Alsinatuna LISANIA: Journal of Arabic Education and Literature Al-Wihdah: Jurnal Pendidikan Islam Edukasia Islamika: Jurnal Pendidikan Islam Jurnal Studi Bahasa dan Sastra Arab Lingua: Jurnal Keilmuan dan Kependidikan Bahasa Arab
Irfan Hania
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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The Relevance of the Philosophy of Language to Pedagogical Approaches in Arabic Language Education Khotijah, Khotijah; Salim, Irfan; Hania, Irfan
Lingu Vol 11 No 2 (2025)
Publisher : Fakultas Tarbiyah dan Keguruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/lingua.v11i2.12549

Abstract

Purpose – This study examines how philosophy of language—specifically theories of meaning, signs, and speech acts—can enrich Arabic pedagogy by providing a context-sensitive epistemological foundation for contemporary instruction. Design/methods/approach – This research employs a qualitative conceptual approach using document-based analysis. Primary and secondary literature on philosophy of language, linguistic theory, and Arabic language pedagogy were identified, selected, and analyzed through thematic content analysis. The process involved categorizing theoretical constructs, mapping their pedagogical relevance, and synthesizing them into an integrated instructional model. The analysis relies on theoretical triangulation to ensure conceptual rigor and coherence. Findings – The study reveals that philosophical theories of meaning, semiotic representation, and speech acts provide a robust framework for addressing the limitations of structural and communicative methods traditionally used in Arabic language classrooms. The integration of these theories highlights the centrality of context, intention, and social function in meaning-making and demonstrates that effective Arabic instruction requires more than grammatical accuracy or fluency. The proposed synthesis model incorporates illocutionary functions, multimodal signs, and interpretative practices to help learners construct deeper semantic, pragmatic, and cultural understanding. Research implications – This research mandates integrating philosophical theories into Arabic pedagogy to enhance learners' pragmatic competence, cultural interpretation, and context-driven meaning-making beyond mere grammatical accuracy.
Co-Authors Ahmad Syaifuddin ALIMUDIN Alimudin Alimudin Alimudin Alimudin, Alimudin Cecep Farhani Era Sastra Pangestu Faiqotussana Faiqotussana Faiqotussana, Faiqotussana Faizmailiatus Sofa Handoko, Suryawan Bagus Imawan, Yuli Kafrawi, Shalahudin Khotijah Khotijah Madah Rahmatan Madah Rahmatan Maksudin . Maman Dzul'iman Maulana, Fahmi Miftahuddin Miftahuddin Moh. Faza Rosyada Mufrodi Mufrodi, Mufrodi Muhammad Sya'dullah Fauzi Muhammad Yusril Muna Nada Nabilah Syafiqoh Putri Nurinadia R. Umi Baroroh R. Umi Baroroh Rahmatan, Madah Rifaldi, Muhammad Rizkya Alfahrezy, Rafly SALIM, IRFAN Sri Utami Sri Utami Sugeng Sholehuddin, Sugeng Suteja Suteja Suteja Suteja Suteja Suteja Suteja, Suteja Ubaidillah Ubaidillah Yuli Imawan Yuli Imawan Yuli Imawan Zainal Arifin Ahmad