Abstract: Based on the MALQ designed by Vandergrift et al., this study investigates the relationship between Chinese nonEnglish majors’ metacognitive awareness and their English listening comprehension. By pointing out the differences of metacognitive awareness between learners of intermediate and advanced listening competence in “planning and evaluation”, “directed attention”, “person knowledge”, “mental translation” and “problem solving”, the study proposes that different metacognition can exert different influences on listening effects, and thus favorable metacogitive awareness will facilitate the development of learners’ listening ability.