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ical foundation for the improvement of the English teaching methods. And thesituation that the students spend much time on the cloze but only to get low score will beimproved.
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Chapter Two Literature review

This chapter mainly demonstrates the theoretical foundation of this research. It can beseen that with the reform of the curriculum, the cloze becomes more and more flexible.Therefore, it is necessary for teachers and students to find out an effective way to solve theproblems in the cloze. Thus the context is introduced firstly from different aspectsincluding the definition, classification, function and some related research at home andabroad. And then, it presents a systematical introduction about the cloze from the followingaspects: definition, types, theoretical foundation of the cloze and the data analysis inNMET in Liaoning. Finally, the thesis explains the learning strategies of the clozeincluding cognitive, meta-cognitive and affective strategies in doing cloze.

2.1 Research on context theory
In this part, the definition, classification, function and some related research at homeand abroad will be presented as follow.The context is proposed firstly by Malinowski who is a Polish anthropologist.Malinowski (1923) holds that “context is the environment of utterance, and the meaning ofutterance is connected closely with its environment: utterance should be understoodaccording to their context”. Different researchers have different views about the definitionsof context because they all define the context from different perspectives.At first, Rumelhart, Johnson and Pearson, Goodman and the famous LongmanDictionary all define the context from merely the perspective of linguistic context, whichrefers to the co-text of the passage.Rumelhart (1977) indicates that context refers to the whole general environment inwhich a word can be meaningful. The learner can acquire the meaning of the word after thenew word interacts with other words.Johnson and Pearson (1978) defines context as the information of morphological,syntactic, and discourse that appear in the given passage, which can be described andclassified according to general features.
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2.2 Research on the cloze
This part mainly introduces the cloze, which includes the definition, theoreticalfoundation and types of the cloze. And then the cloze in NMET in Liaoning from 2012 to2016 are analyzed based on the context theory.Cloze is a kind of test item that can test students' ability of reading comprehensionand comprehensive language skills. Cloze is another form of reading comprehension,which is more difficult than reading comprehension，because students need to predict andrestore the lacking information of one passage based on the knowledge that they alreadylearned and the whole context of the passage. With the development of the new curriculumreform, cloze has become more and more flexible and varied. Taylor (1953) claims thatcloze is one of the integrative tests which integrates language components into a totallanguage event, it requires an integrated performance from the learner in a meaningfulcontext. From this it can be shown that the purpose of cloze test is more likely to examinenot only students' basic language knowledge, such as vocabulary, basic grammarknowledge, but also students’ comprehensive ability of using language. Therefore, clozeemphasizes on examining students' ability