Abstract
<jats:p>This paper discusses the basics of the "slow" reading method in relation to such concepts as text interpretation, analytical reading, and detail reading. It claims that the term "slow reading" can be viewed as a synonym for these concepts. It hypothesizes that the "attractiveness" of such a synonymous use of the term "slow reading" by researchers might be attributed to the idea that the metaphor of "slowing down" is extremely significant as a counterbalance in the modern paradigm of the "fast" world. The literature review shows that researchers focus primarily on the use of slow reading technologies in the frame of philological education: during literature lessons, in teaching Russian as a foreign language, in foreign language and literature classes with philology and linguistics students. In this context, slow reading is synonymous with philological or linguistic text analysis, text interpretation. The author's focus is on describing the experience of using slow reading techniques in English classes with students of non-linguistic majors. In this case, the talk is about slow reading, or "reading with stops", as a variant of ‘detail reading’. The use of slow reading in the educational process contributes to the expansion of students’ horizons, the development of critical thinking and analytical abilities of students, which are important factors for their future successful professional activities.</jats:p>