Nazm, Fasl–Wasl, and Speech Acts: A Naqli–Aqli Integrative Epistemology of Pragmatics and Textual Cohesion in Indonesian Arabic Classrooms
Keywords:
Pragmatics, Textual cohesion, Naqli–aqli integration, Balaghah, Arabic language educationAbstract
Arabic teaching in Indonesia inherits a rich rhetorical and grammatical tradition (turats) but often relies on modern pragmatics and text linguistics when teaching language use and textual cohesion. This conceptual article asks how an Indonesian epistemology can integrate naqli (transmitted) and aqli (rational) sources of knowledge in teaching pragmatics and cohesion to Indonesian learners of Arabic. Using a philosophy-of-science lens, it aligns classical constructs, namely Abd al-Qahir al-Jurjani's theory of nazm, the science of ma'ani, the treatment of fasl and wasl (disjunction and conjunction) and attention to the requirements of the situation, with modern constructs such as speech acts, conversational principles, politeness, cohesion and coherence. No field data are available, so the analysis is conceptual, and a constructed set of learner text segments is used only as a clearly labelled illustration. The article proposes a double-lens framework, a functional alignment table and four testable propositions. It also warns that repetition, often read as a cohesion weakness, may carry a persuasive function in Arabic discourse, and that contrastive claims about Arabic rhetoric must avoid stereotyping. The framework is a hypothesis for later classroom research, not an empirically established model.
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