The article presents the trends in the development of the linguo-didactic theory of syntactic error in modern ped-agogical practice, raises the question of the classification of syntactic errors in the method of teaching coherent Russian speech of students. The paper attempts to consider the linguo-didactic theory of syntactic errors in modern pedagogical science, namely in the Russian educational space; it provides a different typology of speech errors, which basically boils down to the fact that syntactic errors are considered in the prism of grammar. Analysis of the literature on the problem under study showed that speech defects can be qualified: a) as developmental and genetic errors associated with human speech activities, with his socialization (I. Yu. Chukanova); b) communicatively significant and insignificant errors (N. S. Fomina, A. P. Zhorova); c) errors of thinking, language errors, speech errors, errors of communication (A. Grigorieva); g) errors on aspects of language and types of speech activity (T. M. Balykhina); e) errors that lie in the shortcomings and gaps in knowledge of the language material (M. G. Kochneva); e) typical and atypical errors (H. P. Korchik); f) morphological and syntactic errors identified in accordance with the studied grammatical themes of the Russian language course (T. A. Khristolyubova). Having considered the issues of linguistic and didactic theory of speech (syntactic) errors, we can conclude that in the methodology of teaching the Russian language as a native, non-native and as a foreign language, syntactic error problem has no generally recognized and scientifically based classification. It is established that syntactic errors should be considered errors in the structure of the phrase, in the structure and meaning of a simple sentence, in the construction of a one-member and two-member simple sentences, and in a complex sentence – the wrong choice of conjunction or connective word, duplication of conjunctions, incorrect arrangement of parts of complex conjunction, extra correlative word in the main sentence, the simultaneous use of subordinating and co-ordinating conjunctions, violation of sentence boundaries. Taking into account all qualification types of syntax errors will allow the teacher to develop a model of pedagogical influence in order to predict and eliminate these errors.