Abstract:Learners' errors-based contrastive studies can be considered as an innovative approach in the field of contrastive linguistics.A further examination of the errors with cognitive linguistic theories leads to a new research paradigm, probably no less innovative: Errors-Contrast-Cognition (ECC).The paradigm may appear deviant from the mainstream approaches, but it finds support in general linguistic principles as well as general practices by linguists.It has also been evidenced by specific studies in the author's project "A Cognitive Study on Japanese Learners' Errors in the Chinese Context".The case studies there are conducted along with EEC: each starts from learners' errors, and goes on to observe the similarities and fundamental differences between Japanese and Chinese languages in light of cognitive linguistics; conclusions are then drawn of the error causes, which in turn are used for their correction.This research practice proves the necessity, feasibility and advantage of the paradigm.