Concept-based language instruction (C-BLI) is an emerging foreign language teaching method of this century, which is based on the sociocultural theory proposed by Vygotsky and developed by a team led by Lantolf based on the systemic-theoretical instruction proposed by Gal'perin from Vygotsky school. C-BLI has abundant international research, but it is still in its early stages of development in China, and both theoretical and empirical research are relatively scarce. Based on the research results on C-BLI in the past fifteen years, both domestically and internationally, this paper interprets the development process and theoretical connotation of C-BLI. It reviews the existing empirical research from two aspects: teaching form design and effectiveness testing. Through reflection and summary, this paper points out the directions that need to be explored and deepened in the international research and application of C-BLI. At the same time, this paper hopes to provide theoretical and practical guidance for developing C-BLI research in China and explore the feasibility and future development direction of C-BLI application in foreign language teaching in China.