Abstract: Meta-cognitive strategy is generally accepted as the core and the most important part all the learning strategies and can help promote second language learning. The present study intended to investigate the use of meta-cognitive strategies among Grade One and Grade Two non-English majors at Nanjing Xiaozhuang College, looking at how age and gender affect the use of such strategies and how meta-cognitive strategies were related with their learning results. It was found that 1) Grade One students used meta-cognitive strategies more frequently than Grade Two students; 2) Male students used the management of meta-cognitive strategies more than their female counterparts while the latter used the knowledge and experience types of meta-cognitive strategies more; and 3) The use of meta-cognitive strategies of the two grades were highly correlated with their learning results.

Key words: meta-cognitive learning strategies; grade; gender; learning results.

摘要：元认知策略被认为是学习策略中的核心组成部分，对英语学习有着积极的促进作用。本研究调查大一大二非英语专业学生元认知策略的使用情况，讨论不同年级和性别的学生对于元认知策略的使用差异，以及该策略与英语成绩之间的关系。研究发现，大一学生比大二学生较频繁地使用各种元认知策略，男生和女生的元认知策略使用倾向也不同；大一学生和大二学生的元认知策略的使用和他们各自的英语成绩高度相关。

关键词：元认知学习策略；年级；性别；英语学习成绩