There is on the third syllable. In words like

There
is no absolute limit on the length and extent of agglutination in
Malayalam, sometimes resulting in very long words. Hayes’ (1995)
description of Malayalam stress in terms of moraic trochees, for
instance, takes for granted that vowel length is the sole determinant
of syllable weight in Malayalam. In a much-cited experimental study
by Broselow et al. (1997), Malayalam was chosen to represent
languages in which codas are weightless without exception (although
under K.P. Mohanan’s analysis Malayalam has no codas at all).
In
Malayali English, weakly articulated function class words in the R.P.
are spoken intheir
strong forms. Eg: the sentence ‘I am coming’ – /aim ?k?mi?/
is pronounced as ai am?k?mi?.
Similarly ‘can I go’? – / k?nai
?g??/
– kjan ai go:. This strong articulation offunction
class words is due to the absence of weak articulation markers in
spelling.English
is a complex language with its stress changing based on the function
of the word. For example in the word Photograph /?f??
t? gr?:f/ the stress lies on the first syllable. In the word
Photographer / f? ?t? gr?f ??/ the stress is upon the
second syllable. And in the word photographic / f?? t? ?græf
?k / the stress is on the third syllable. In words like dessert
and record the changing of the stress will end up changing the
meaning of the word.

In
Malayalam
word itself is a palindrome and words like Amma, Appa all belong to
this category of words where the stress is always on the first
syllable. Malayali
English also lacks some diphthongs (sounds formed by the combination
of two vowels in a single syllable). As a result, for a Malayali
both got and goat sound
similar. The same is the case
with bought and boat; cot, caught and coat; rod and road; roll and role;
so, saw and sow .There
is no equivalent to
the English vowel sound æ (the sound of ‘a’ in cat) in
Malayalam. The speakers deal with the English words with æ in them
in a different way. For example, cat is
pronounced as kyat while captain
is kyaptain and
his cap is kyaap.
The sound ‘z’ is one that Malayalis are still struggling with.
For a Malayali, zoo is soo and zebra is sebra,
due to the lack of sound producing the same tone in the native
language.

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Conclusion:
Most
of the schools in Kerala from an early age teach the children in a
method that’s different from the conventional method of learning
English. The students are trained to think in their native language
first. This leads to mispronunciation while learning any new
language, as anything learnt later will be first, a translated
version of the native language. The sentence order in English is
Subject Verb Object, whereas that of Malayalam is Subject Object
Verb, which causes problems when both the languages are intermixed in
learning process. Example, “njan innu varate” which literally
translates to “I today come”, although it makes sense it is
grammatically wrong in English language. Grammar also has an
important role to play in the speech of a person. Due to the
prescribed method of teaching grammar for exam purposes, the students
in the south who do not have access to communicating in English with
others, will not be confident in their speech. The same students grow
up learning the language incorrectly and end up becoming teachers to
other students which affects another generation and this cycle goes
on. In order to understand the correct usage of English language with
its word stress and pronunciation it is highly necessary that along
with the English subject, Phonetics also be taught since younger
days. Only then can one rid of the disparities found between an
English speaker and a “Mallu English speaker.”
Through
the study conducted above one can conclude to the idea of how
importance of the process of learning a language. From the group
interviewed, although all were educated in English in the college
level, they too claimed that it was through experience and through
interactions with other speakers did they inculcate the right method
of speaking English and not through the textbook method. In order to
break the divide and the stereotype of “mallu accent” schools
must engage children in activities that enable them to speak better
and above all proper English with use visual and listening aids.
Kerala has always been at the helm of education in fields such as
technology and science. Academic excellence is something they have
flourished in all stages but the language divide is what makes the
world look down upon them and it is not them who are to be blamed.
The change must come from the core aspects of learning, only then can
we uplift any sector of society be it in language or life. In a
country with hundreds of languages each having innumerable dialects
based on region, the influence of these upon English is bound to
occur. One at this point can only do few things in a place rich with
culture either help and change it or else blindly celebrate its
uniqueness.