在實際教學現場，教學重點通常是詞彙與語法的學習，尤其是在初級華語的課程中，標點符號沒有受到太多的重視。分析本研究美籍初級華語學習者的筆友信語料發現標點符號偏誤處佔全部標點符號使用次數的52.5％，因此，本研究透過探索初級華語學習者標點符號的偏誤現象，關注初級華語學習者標點符號的使用狀況，並提供初級課程的華語教師於標點符號教學建議。本研究使用內容分析法來分析筆友信之內容，結果發現偏誤的標點符號總共有七種，偏誤的現象有一致性，最多的是標點符號的誤用，佔66.9％，遺漏的偏誤是次多的，佔25.2％，兩種偏誤共佔92.1％。其中，以逗號與句號的偏誤最多。本研究也發現學生的母語確實有一定程度上的影響而導致偏誤的產生。

In American CFL learners' pen pal letters, 616 punctuation errors are found, which accounts for 52.5% of the total punctuation usage. This paper aims to analyze the punctuation errors made in these letters, which in turn reflects on the inadequate attention paid to punctuation instruction in basic Chinese curriculum. Pedagogical suggestions are also proposed to help teachers incorporate punctuation into their teaching lessons. This paper employs content analysis and seven commonly used punctuation errors. Types of errors are quite consistent, with misselected errors topping the chart, which accounts for 66.9%, followed by omitted errors, which accounts for 25.2%. These two types of errors account for 92.1% in total. Most of the incorrect punctuation usages are those of period of comma. The results also show negative transfer of learners' native language in using Chinese punctuation marks.