International Chinese language teaching has always been committed to the research on the teaching methodology. One significant problem in this area is the challenge of finding a particular method to suit diverse learning environments. The Chinese language teachers in Vietnam face the same problem. The once popular Grammar-Translation Method is deemed out-dated. Similarly, the Communicative Language Approach, which is gaining popularity in Vietnam, cannot meet the diverse needs of the target learners either. To address this problem, Chinese language teachers in the "post-method" period need to establish a series of principles based on the theory of language learning, and take into account factors such as the objective, students' needs, design of the curriculum, the learning styles and environments.