Pragmatics-Based Strategy for Learning Arabic: Analysis of Istifham in the Fawatih As-Suwar of Juz 30

Abstract

This study explores the pragmatic functions of interrogative sentences (istifham) situated within the opening verses (fawatih as-suwar) of Juz 30 to design a pragmatically grounded strategy for Arabic language learning. Employing a descriptive qualitative method through text analysis, data were sourced from opening verses containing interrogative elements, namely An-Naba’, Al-Ghasyiyah, Ash-Sharh, Al-Fil, and Al-Ma’un. The findings reveal that istifham in these verses serves rhetorical, pedagogical, and illocutionary functions beyond simple inquiry, such as awakening attention, expressing gravity, and driving cognitive engagement. Integrating these pragmatic insights into language instruction enables learners to move beyond literal translation toward contextual linguistic competence. Furthermore, this pragmatic phenomenon has direct implications for Arabic learning strategies, including contextual text analysis, discussion of implicit meaning, communicative approaches, Qur’anic text-based learning, and Pragmatic Problem-Based Learning (PBL). The relationship between these findings and learning strategies ensures that learners are able to identify interrogative functions in Qur’anic texts, explain implicit meanings, use affirmative expressions in communication, link linguistic meaning to religious values, and analyze social messages in Arabic texts. Ultimately, the resulting competencies achieved are linguistic, pragmatic, communicative, and religious character competencies.