本研究探讨了英语专业学生的英语阅读元认知意识及其与英语水平的关系，以及英语水平高的学生与英语水平低的学生之间的差异。来自北京师范大学英语系的120名三、四年级的学生（三、四年级各60名）参加了这项研究，并回答了一份包含30个问题的调查问卷。该问卷是用来调查大学生对把英语作为外语的阅读中使用的阅读策略的元认知意识。研究的结果表明，被试们较频繁地使用阅读策略。所研究的阅读策略整体上与英语水平存在高度的相关，而且其中的一些单项策略也表现出了高度相关。英语水平高的学生和英语水平低的学生的阅读策略使用模式基本相同，而他们仅在四项策略上表现出显著的差异。本研究的结果对面向英语专业学生的英语阅读教学方法提供了有价值的参考。

The present study investigated English majors’ metacognitive awareness of English reading strategies, its relationship to English proficiency, and the differences between students with high English proficiency and students with low English proficiency. One hundred and twenty junior and senior English majors (sixty junior students and sixty senior students) form Beijing Normal University were involved in this study and they were asked to response to a 30-item questionnaire designed to measure college students’ metacognitive awareness of reading strategies in English as a foreign language. The results revealed that the subjects reported a relatively high degree of reading strategy use. The examined reading strategies in general and some of the individual strategies demonstrated high correlation with English proficiency. Students with high English proficiency and students with low English proficiency reported similar patterns of reading strategy use. Significant differences only existed in four individual strategies. These findings provided some valuable implications to English reading pedagogy for English majors.