A Morphological Analysis of Neologism on Social Media Platforms

ABSTRACT

This study examines the morphological structure and productivity of neologisms emerging from social media platforms, with a particular focus on Facebook. The research is grounded in the observation that digital communication fosters rapid linguistic innovation, giving rise to novel lexical items that reflect evolving cultural and social realities. The aim of the study is to identify, classify, and analyze the morphological processes that contribute to the formation of neologisms in social media discourse. Specifically, the study seeks to determine which morphological rules, such as blending, compounding, affixation, clipping, acronym formation, and borrowing are most frequently and productively employed. A qualitative research design is adopted, supported by systematic sampling of user-generated content from two active Nigerian Facebook groups: BUK Chat Zone and Nigerian Memes Hub. Data collection involves the extraction of neologisms from posts, comments, and interactions over a defined period. The analysis uses Bauer's (2004) Non-Affixal Productivity Theory, which emphasizes that non-affixal processes can also demonstrate significant productivity, especially within informal, digital contexts. The findings reveal that blending and compounding are the most productive morphological processes in the creation of neologisms. These processes allow users to express complex social, academic, and economic realities in a creative, efficient manner. Additionally, the study finds that neologisms serve sociolinguistic functions such as identity formation, peer solidarity, humor, and social commentary within digital communities. The study recommends that future linguistic research expand beyond traditional affixation models to include non-affixal formations, especially when analyzing digital and youth-oriented language. It also suggests that educational curricula incorporate analysis of contemporary neologisms to make linguistic studies more relevant and engaging for digital-native learners.