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The aim of this study is to propose to include words created by the widespread clipping phenomenon in new Korean words to Korean word formation education system. In the first place, it examines the concept of clipping phenomenon in the previous studies, and defined the concept of proper clipping phenomenon in the Korean language education in the formative conditions as the words that are formed by the reduction of syllables and all word. In the next place, the cut forms were classified by clipping language through clipping of a word group recognized as a word as the basic unit, and mixed language whose basic unit is word group, phrase and formed by clipping and synthesis. So far, the word formation education system in the Korean language was made by focusing on synthesis and derivatives. However, considering the realistic language life and word ssuggested in TOPIK, it is necessary to discuss to set language formation education system by the clipping phenomenon. Accordingly, this study adapted Thornbury(1999)’s teachinglearning model and designed a proper teaching-learning model for word formation education system by the clipping phenomenon using the focused approaching method. While this study has a significance implication of designing word education plan for Korean language learners by means of word formation education system, it also has clear limits. Firstly, the theoretical basis to set the clipping phenomenon as the Korean language formation method equivalent to synthesis and derivatives is insufficient. Secondly, it does not suggest a specific teaching and learning method on the word formation by clipping phenomenon. Thirdly, vocabulary and grammar sections are excluded in the test from the 35th TOPIK (2014.7.20.) in order to reduce learning burden of test takers. This study does not provide any alternatives how to make word formation education in the test in which indirect test for vocabulary and grammar are performed through reading, listening and writing.