雅思考试考察的是考生英语语言运用方面的能力，是出国学习的一块敲门砖现在也成为了一个国际通用的考察考生英语水平的方式。许多考生在备考过程中感觉很难通过题型训练的方式达到雅思提分的效果。本研究想要探究元认知策略的应用和雅思考生读写能力的相关性，并为考生提供切实可行的建议。 本研究根据四种元认知策略（事先计划、选择注意、自我监控和自我评价）在雅思阅读和写作中的具体应用设计了相应的调查问卷，并随机发放给了91名曾考过雅思的考生，回收了87份有效问卷。分析数据并解决三个问题，第一雅思考生的元认知策略整体水平处于一个什么阶段？第二雅思考生的读写能力和元认知策略水平是否相关？第三高分段和低分段的学生表现上有什么区别？ 研究发现雅思考生的元认知策略应用处于中等水平，元认知策略和考生的读写能力显著相关，分数越高的考生元认知策略使用地越频繁。

IELTS test has become an acknowledged method to assess participants` English comprehensive ability. Many participants have to reach a high score in IELTS test to prove that they have no language barrier while receiving further education abroad. However many participants find it difficult to improve their scores simply through mechanical exercise. This study tries to find whether there is correlation between metacognitive strategies and literacy competence, and then offer corresponding suggestions for them. The questionnaire was designed according to planning, self-monitoring, problem identification and evaluation (four aspects of metacognitive strategy) in reading and writing. They were given randomly to 91 volunteers who had participated in the IELTS test, and 87 valid questionnaire were received. The study aims to solve three questions. First, how well do the participants use metacognitive strategies? Second, what is the relationship between examinee`s score and their metacognition level? Third, what are the differences between higher-score group learners and below average group ones? The results are, first, the usage frequency of metacognitive strategies among IELTS participants is of a medium level. Second, correlation can be seen obviously between students` literacy ability and metacognitive strategy. Third, the usage frequency generally show a down trend according to the level group that student belong from high to low.