| This paper intends to explore the relationship between English learning strategies and sex role. As the instruments of this study, CSRI and SILL are applied to investigate 227 non-English majors from three universities in Changchun city. After the collection of questionnaires,'descriptive statistics','multiple comparisons','one-way ANOVA','correlation analysis'and some other methods in SPSS were implemented to deal with the data. Several conclusions are drawn from the analysis results:Firstly, the distribution of Chinese students'sex role types is even and the incongruity between learners'physical sex and sex role is very obvious. Therefore, it is necessary, practical and scientific to investigate students from the aspect of psychological sex.Secondly, compensation, metacognitive, affective, social, cognitive and memory strategies are reported to be used at a moderate frequency level by Chinese college non-English majors, following a descending order.Thirdly, students of different sex roles hold significant difference in employing the six categories of English learning strategies. On the whole, androgynous and feminine learners are more frequent strategy users than masculine and undifferentiated students. Both positively valued masculinity and femininity are correlated with overall strategy use, but positive femininity's correlation with learning strategies is much more significant. The significance in investigating the relationship between sex role and strategy use lies in its effects on people's attitudes towards male and female students'characteristics in applying English learning strategies. Teachers'illusions about students'sex difference in learning English should be eliminated and English learners of different sex roles should recognize their own difficulties in strategy use. Since this paper is just an initial study of the relationship between sex role and English learning, more effort and investigations are necessary.
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