THE PRAGMATIC FUNCTIONS OF TIKTOK SLANG IN ADOLESCENT IDENTITY CONSTRUCTION AND PEER RELATIONSHIPS

Abstract

TikTok slang has become a rapidly evolving linguistic resource that plays a central role in the everyday communication of adolescents. As social media increasingly shapes youth interactions, understanding the pragmatic functions of digital slang is essential for examining how young people negotiate identity, express emotions, and navigate peer relationships. This study explores how adolescents in grades 5-9  (aged 10 to 15) from a public school in Bitola, North Macedonia, use TikTok slang as a sociolinguistic tool within their school and online environments. Based on survey data from 119 participants, the research investigates familiarity with common slang terms, frequency of use, meaning interpretation, and attitudes toward slang within both informal and educational contexts. The findings reveal that adolescents employ slang strategically to build rapport, signal group belonging, and perform identity in ways that align with the fast-changing norms of digital culture. Slang terms such as cringe, rizz, and flex serve important interpersonal roles, from expressing humor and admiration to regulating social boundaries and managing peer evaluation. Moreover, the study highlights how multi-platform engagement enhances pragmatic competence, as adolescents learn to cope with shifting contextual cues across TikTok, Instagram, YouTube, and Snapchat. While most slang is used positively or playfully, a smaller portion reflects socially sensitive or harmful language, emphasizing the need for critical digital literacy. Overall, this research contributes to a deeper understanding of how TikTok slang functions as both a linguistic and social mechanism that shapes adolescent identity, peer dynamics, and communicative development.