“Ḥaddathanā” and “akhbaranā” both have a basic sense of reporting, but technical usage eventually distinguished them in many circles: ḥaddathanā commonly marked direct teacher recitation, whereas akhbaranā often marked reading in the teacher's presence.
This convention was not uniform across every generation and region. Imposing a later rule on earlier scholars simply because the same word appears can lead to a false history of transmission.
Example: If a later pupil consistently reserves “akhbaranā” for ʿarḍ, the word is an informative clue. In a much earlier transmitter's terminology, where both verbs might overlap, the same word alone does not prove a specific reading session.