NEOLOGISMS FORMED THROUGH AFFIXATION, COMPOUNDING, AND CONVERSION IN ENGLISH EDUCATIONAL DISCOURSE

Abstract

The article examines neologisms formed through affixation, compounding, and conversion in English educational discourse. It identifies the structural and semantic features of new units naming educational processes, pedagogical activities, learning technologies, assessment practices, management systems, and participants in education. Descriptive, structural-semantic, word-formation, contextual, and corpus-assisted methods are applied. Particular attention is paid to productive prefixes and suffixes, compound formations, and noun-to-verb conversion. The analysis indicates that compounding is especially active in naming technologies and management concepts, whereas affixation and conversion support the formation of process, participant, and action names